The framing of news promotes certain interpretations. The representation of a problem in public media thereby affects the idea of what to do about that problem. This article analyses discourses about child sexual abuse (CSA) in preschools, occurring in Swedish printed media 2014–2015, and interprets the effects that the discourses may have on the social practices. ‘The discourse of the best interest of the child and preschool as a good place’ and ‘the discourse of equality as an ideal’ dominate the material, although narratives describe CSA. Solutions to limiting CSA are discussed only rarely.

Previous research has described a discourse where men working within Early Childhood Education and Care are viewed as potential pedophiles. The aim of this study is to describe and analyze how men, working in Swedish preschools, position themselves in relation to this pedophile discourse. Twenty-five men were interviewed about their work-experiences and the result shows two dominating positions: (1) giving up or (2) maneuvering the pedophile discourse. The discourse is maneuvered by: avoiding certain tasks, do the tasks but in ways that minimize suspicion or do the tasks without acknowledging the personal risk, as the tasks are required in their professional role. Thereby, men do not have the same ability to develop professionalism in childcare as women. However, by overcoming the fear of the pedophile discourse, these men create 'new discourses', where men can be viewed as caregivers. The result highlights an overall question, of what a professional approach is when it comes to care for children in ECEC.

The objective of this research review is to synthesize research published between 2000 and 2015 regarding child sexual abuse, preschool and preschool teachers. The review identifies themes relevant for the preschool teacher profession: child sexual abuse at preschools, suspicions and consequences for the preschool sector, preventing techniques and the preschool teacher as a safeguarder. Furthermore, important types of tensions in efforts to safeguard against child sexual abuse are identified: the importance of listening to children and avoiding false allegations, the preschool teacher as a safeguarder and a potential abuser, and the importance of preventing child sexual abuse and providing qualitative care of children. Implications for the profession, the education of preschool teachers and the need for more research are addressed.

I förskolan är berättande och berät­telser ständigt närvarande. Boken Berät­tande i förskolan låter människans behov av att berätta och ta del av berättelser löpa som en röd tråd genom samtliga texter.

Att berätta är ett sätt att bearbeta sina intryck, tankar och erfarenheter genom någon form av gestaltning. Berättande kan ta sig olika former och uttryck men handlar alltid om att göra något synligt, begripligt och möjligt att dela. I boken skriver etablerade forskare och utvecklare under tre större delar:

• Det berättande barnet – att skapa och dela.
• Berättelser som vidgar världen – litteratur och lärande. 
• Att berätta om sin verksamhet – dokumentation och delaktighet.

Medverkande författare är: Polly Björk-Willén, Barbro Bruce, Ulla Damber, Christian Eidevald, Katarina Elfström-Peterson, Elin Eriksen Øde­gaard, Carina Fast, Kristine Hultberg Ingridz, Karin Jönsson, Jan Nilsson, Niklas Pramling, Bim Riddersporre, Björn Sundmark, Anna-Karin Svensson, Pia Williams.