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The purpose of this study is, through qualitative interviews, to identify the reasoning behind working methods designed to counteract gender roles and norms, as applied by nine teachers working in three municipal preschools in Stockholm. Beside, another aim is to gain an understanding of their reasoning, and the methods used to promote gender equality among the children. As the pre-school's curriculum is an important document regulated by the government in all Swedish preschools, teachers are expected to follow it in their work. Within the curriculum there are rules and regulations related to equal rights and equality; therefore we also wish to examine how preschool teachers interpret and apply this curriculum. The qualitative methods used in this study help us to gain an understanding of the preschool teachers based upon their lived experiences of the studied issues. Through this study we have used previous scientific research by Arvidsson (2014), Eidevald (2009) and (2011), and Dolk (2013) to support our thesis. The theory applied is based on Giddens and Griffiths (2007) and Allwood and Erikson’s (2010) definition of social-constructionism. The results of this study show us that all the interviewed preschool teachers have some kind of awareness and knowledge of the subject. However the teachers’ knowledge of what gender- and equality work involves, and their knowledge on how to work gender-consciously, varies a lot. The main factor in this is their level of education and interest.

The purpose of this study is, through qualitative interviews, to identify the reasoning behind working methods designed to counteract gender roles and norms, as applied by nine teachers working in three municipal preschools in Stockholm. Beside, another aim is to gain an understanding of their reasoning, and the methods used to promote gender equality among the children. As the pre-school's curriculum is an important document regulated by the government in all Swedish preschools, teachers are expected to follow it in their work. Within the curriculum there are rules and regulations related to equal rights and equality; therefore we also wish to examine how preschool teachers interpret and apply this curriculum. The qualitative methods used in this study help us to gain an understanding of the preschool teachers based upon their lived experiences of the studied issues. Through this study we have used previous scientific research by Arvidsson (2014), Eidevald (2009) and (2011), and Dolk (2013) to support our thesis. The theory applied is based on Giddens and Griffiths (2007) and Allwood and Erikson’s (2010) definition of social-constructionism. The results of this study show us that all the interviewed preschool teachers have some kind of awareness and knowledge of the subject. However the teachers’ knowledge of what gender- and equality work involves, and their knowledge on how to work gender-consciously, varies a lot. The main factor in this is their level of education and interest.