This study is theoretically framed by Play Responsive Early Childhood Education and Care (PRECEC) concerning pedagogical tact (se. Van Manen, 2016) and didaktik (se. Broström, 2022; Klafki, 1995). Play-responsive teaching has a theoretical perspective where the concept of response is used about children'children'sachers’Teachers' to children'children's lead to teaching of a new content this stands concerning joint attention or make common (Barnhart, 2004; Pramling et al, 2019). Common in this study is related to Korsgaards's (2019) understanding of common as making things together. In recent years, teaching has been enabled through the Education Act (SFS 2010:800) and has been part of the curriculum since 2018. Teaching as an activity in a Swedish preschool context has led to a need for a broader understanding of what teaching can become in preschool. Through ethnographic methods and a video camera to collect data, this study explores teaching through play concerning response and making common. This study asks the following questions: What can be characterized as teaching in preschool in relation to play? How can the concept of common be understood in relation to content and teaching through play in preschool?