Sammanfattning: This study investigates the views of pre-school pedagogues towards child development and learning, especially their thoughts on children’s development and experience of learning language, communication and mathematics. Furthermore, the study also examines what pedagogues think about documenting and analyzing children’s development and learning. Additionally, the investigation reflects the opinions of pre-school pedagogues toward the new assignment to document each child´s development and learning and the activities at the preschool. In this respect, any similarities and differences amongst pedagogues and the pre-schools included in the study have been examined.The study is based on interviews with 20 pre-school workers, comprising nine pre-school teachers and eleven child minders and is spread over six pre-schools. Interview analysis was inspired by phenomenographic methodology in which different categories of description have been created. After categorisation of the empirical data, a comprehensive and in-depth analysis was conducted. The analysis process was carried out with the help of the didactic questions: how, what and why.  In the final analysis, contextualisation has been attempted. Perceptions of learning and of documentation were set against institutional conditions at the various pre-schools. The education and professional experiences of the staff working in the different pre-schools was taken into account in addition to the socio-cultural conditions characteristic of the area where the preschools are situated.The results show that there are a number of different aspects that the pedagogues in this study believe affect children's development and learning in pre-school. A dominant opinion amongst the pedagogues is that in order to promote the children’s development and learning, it is important that the children feel a sense of safety, well-being and happiness. Likewise, another crucial aspect which was highlighted is the need for present and committed pedagogues. The expertise of the individual pedagogue is also seen as vital for the creation of good pre-schooling. In this study, pre-schools in areas of low resources have the personnel with the highest levels of education. The activities, mentioned by the pre-school pedagogues in this study, to promote language development, can be described as planned and unplanned. As planned activities, group activities can include, for example, reading aloud to groups of children. Unplanned activities described can be pedagogue’s attitudes and behaviors and daily routine situations in preschool.   An additional area of review in this study was that of the pedagogues’ thoughts about documentation. The study shows that the pre-school pedagogues express that they document the children and the work carried out in the pre-schools in different ways due to a variety of reasons. For example, all children are documented unconditionally in some pre-schools but in others, only those children who raise the pedagogues' concerns are documented. The investigation also shows that pre-schools based in the areas with fewer resources display the most structured documentation. However, the task of documenting is interpreted differently by the pedagogues, and such differences create anxiety and uncertainty as to how, what and why documentation in pre-school should be carried out.