This article aims to examine dominant discourses and changing paradigmatic views on children's learning and well-being in preschool in relation to theories on learning and research on quality and policy in Sweden. The key question: what are the main changes in policy, pedagogy and views of children's learning? The article builds on research that has been carried out by the research group in early childhood education at the University of Gothenburg. The results of these studies are analysed here through four dimensions of quality. The theoretical framework is based on interactionist perspectives, which bring together theories of learning in which individuals and the environment influence and are influenced by one another in continuous interaction and communication. The results demonstrate the interdependence and reciprocity between policy, views on children's learning, children's perspectives and preschool pedagogy. The results show that high-quality preschool is a product of the combined efforts of stakeholders on different system levels, confirming the significance of a comprehensive perspective when researching conditions for children's learning in preschool. (author abstract)