The purpose of this thesis is to investigate preschool educators' perspectives and approaches regarding LGBTQ issues within preschool activities. Our study is based on the following questions: How do preschools apply LGBTQ-related issues in their operations? And what tension fields can be identified in the application of an LGBTQ perspective in preschool work?

The study is conducted using a qualitative method in the form of semi-structured interviews with educators in preschools. The interviews were recorded and later transcribed. The transcriptions were color-coded and reduced into three categories.

The foundation of our analysis is a norm-critical perspective with relevant terms. The results of our thesis show that there is a lack of knowledge about LGBTQ issues among preschool educators. The primary tools for applying this were conversations with the children and reading literature aloud. It became evident in their choice of language that norms influence the terms used.

Our conclusions indicate a lack of resources for applying LGBTQ-related issues, such as literature, which is currently very limited. There is a need for more knowledge and training among educators regarding LGBTQ issues at both preschool and higher educational levels. Furthermore, there was a significant emphasis on what was considered overarching terms, rather than addressing direct topics that were perceived as too complex for young children to understand. We identified a tension between the focus of those who deviate from the norm and the work towards creating an inclusive environment for all.