The starting point of this article is that we are constantly engaged in significant relations, not only to other humans, but also to nonhuman matter. I argue that contemporary educational research often do not sufficiently acknowledge how material components matters in the ongoing production of gendered subjectivities. Even though theoretical perspectives such as social constructionism and post structuralism offer a view on the subject as contextual and situational, it is rare that this interest take into considerations the material components and conditions. Most often it is the inter-subjective or interpersonal relations, and the discourses that lay down the conditions or make possible these relations, that are being understood as the context from which the child emerges. Nonhuman matter is most often not mentioned at all. In this article I will explore the relations between children and nonhuman materiality. My empirical material consists of memories from preschools, narrated and put into writing by a group of adult researchers using the methodology of collective biography. By analyzing these stories/memories, with the help of a number of concepts and ideas that can be understood as related to a posthumanist theoretical perspective, I want to show how things that we traditionally consider as passive or dead, as dots on the floor, dolls and furniture, can be regarded as forces that plays an important role as constitutive actors in children’s gendered subjectivities.