Educational Process Reflection (EPR) has been introduced in Swedish pre-school practice and brought about an expanded focus in educational work, concerning democratic values and promotion of health. The study used EPR to facilitate professional development, by teachers' collective reflection of narratives and observations of interaction and play processes. EPR brought about a shift of the teachers' perception of children, and enhanced intersubjectivity in communication. This implies a more healthy and democratic environment for the children. The theoretical lens for the study includes activity theory and Winnicott's concept of potential space. (Contains 2 notes, 1 table, and 1 figure.)