| Summary: | The purpose of this study is to show the discourses that we can see in the texts from RFSU (2015) and “Rädda Barnen” (2013) about children's sexuality, we connect this empiricism to the preschool curriculum. Furthermore, we highlight the gaps that we can see are the different discourses in the texts and how present or absent physical factuality is. We also want to examine what it could mean for our didactic work with body factuality. Generally, there are a lot of texts about the importance of playfulness and many expressions that leave room for interpretation to the reader. We believe that concepts like playful, positive, equality, security, develop a responsible sexuality, private body parts, intimately, and so forth leaves subjective to interpretation of each individual preschool teacher. Children are described exploring their sexuality through play, were the body are in focus, but are often described limited as children's sexuality. Children's bodily feelings and sexuality described indistinct and confused resulting in that the body is made invisible. The discourses make themselves prominent in our discourse analysis is sexuality discourse, disquieting and fear discourse, discourse of norms, materialistic corporal discourse and the invisible discourse.
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