This article discusses how a gender-historical perspective may still be productive in today's historiography of education. In doing so, it relies on theoretical approaches developed in feminist and gender-historical debates and in debates about the ontological turn in historiography. Categories are thus understood as "world-giving" and changing entities which cannot just be analysed in their varying historical contexts but must be examined and historicised themselves in order to capture their fuzziness and fluidity. Against this theoretical background and on the basis of professional journals of kindergarten teachers and published speeches of seminar teachers, this article analyses debates about kindergarten in the German-speaking part of Switzerland, focusing on the years 1950-1980. In these debates, it examines what "productive work" (Scott) the categories "child" and "mother" did with regard to social and gender order and how they emerged from various knowledges becoming entangled in specific places and times. The allegedly clear "inside-outside boundaries" and "dichotomies" (Haraway) between the categories are questioned by turning to conflicts, to the unresolved, to the paradoxical. Furthermore, the paper reflects on the tasks assigned to kindergarten and the arguments which were put forward to legitimise it within the category-related "meshwork" (Ingold) of knowledges and power. Finally, it is shown how powerfully the categories "child" and "mother" acted in the debates about kindergarten in German-speaking Switzerland when stabilising and perpetuating a strongly gendered social order.