there are certain differences in the understanding of how to work on these issues that lead people to favor these typical and ideal approaches to gender, c i.e. “instrumental”, “co-productive”, “facilitative”, “proactive” and “agitated” gender approaches (Sandstrom, Stier, Sandberg, 2013). These ideal and gender-typical approaches are constituted, first of all, by the different “modes of interaction” and “modes of reflection” in preschool activities described by the study participants. Second, the four different types of gender interaction patterns may emanate from corresponding “underlying conceptions of gender.” Third, all four types have “provisional influences on children’s identity processes” (Sandstrom, Stier, Sandberg, 2013). The training process seems very complicated but it is crucial for the development of children in the