Preschool in Sweden serves as the first phase of the education system, and children can take part from the age of one. In 2018, the Swedish preschool curriculum introduced the concept of teaching, with the aim of clarifying the importance of preschool teachers’ roles in children’s learning processes. The clarifications emphasized a dual responsibility: to preserve a traditional holistic social-pedagogical approach, and at the same time offer a knowledge-based content. This chapter highlights additional approaches, arguing that education also involves teaching aspects where preschool teachers create an environment where children can explore their identities as independent learners. This involves fostering creativity, critical thinking, and innovation while ensuring that children’s voices are respected and heard (Biesta in Educ Assess Eval Account 21:33–34, 2009; Biesta in Educ Theory 70:89–104, 2020; Klaar in Paideia 25:37–48, 2023). With support from pragmatic research, our theoretical framework emphasizes three key functions of education: qualification, socialization, and person-formation. These functions provide a broad understanding of educational purposes (Biesta in Educ Assess Eval Account 21:33–34, 2009; Biesta, Educational Theory 70:89–104, 2020; Poeck and Östman in sustainable development teaching–ethical and political challenges, Routledge, London, 2019). This chapter demonstrates how the educational functions can be integrated into preschool practice. Through the analysis of a teaching activity, we will illustrate how preschool teachers, in dialogue with children, blend opportunities for personal development with the social-pedagogical and knowledge-oriented approaches, allowing each child to form their unique personality.