|Editor||P. Cunningham, Human Rights and Citizenship Education|
This paper concerns how and when teachers create opportunities for children’s choice-making in preschool. The empiric data, which consists of interviews with six preschool teachers and observations from two preschool departments in Sweden, is analysed from a critical didactic perspective. My focus is on how teachers handle the relation between children as individuals and as a group. I have found that most choices that teachers present are made individually by the children, and that the teachers experience dilemmas concerning this individualisation. Another finding is that the children in the study tend to choose activities with other children of the same sex, when possible. This raises interesting questions about how teachers work with gender equality in relation to children’s influence and choices.