"Vi måste kunna dansa i ramen"

This thesis explores what teaching can be in preschool. In this thesis, I begin with a curious exploration to understand teaching based on the premises of preschool practice, where pedagogical relationships are central. This means that teaching is specifically examined through the lens of preschool daily life. The overall aim of the thesis is to contribute knowledge about what teaching can be in preschool, based on a multiethnographic study. The thesis is composed of three articles and a kappa. Two of the articles are based on empirical studies conducted in preschools using a video camera as a tool to generate empirical data. The third article is driven by a theoretical consideration of children's education in preschool. Linked to Kansanen's pedagogical levels, the thesis contributes knowledge about teaching in preschools that involve a movement between 1) action language, 2) theoretical language, and 3) meta-theoretical language and methodological analysis language. The kappa is driven by an overarching research question, which is answered through a movement between Kansanen's pedagogical levels, offering further contributions through the concept of didaktik multilanguaging. Teaching in preschool, both in practice and in theory, can be both out of step and in step, involving educators, children, and objects/content, and can be much more than just finding tools to measure knowledge. The thesis contributes to ongoing discussions on how teaching, based on the preschool's premises, can have the opportunity to become socially just through didaktik multilanguaging in preschool education. Social Justice as didaktik multilanguaging focuses on social justice as the relationship between languages between the child, educator, and content/object, between the action level and the (meta)theoretical level.