In computer gaming situations in kindergartens, the pre-school teacher's function can be viewed in a continuum. At one extreme is the teacher who takes an intervening role and at the other extreme is the teacher who chooses to restrict herself/himself to an organising or distal role. This study shows that both the intervening position and the organising or distal role are challenging. An alternative role is an intermediate position in which the teacher is a contributor and encouraging bystander. The term "didactic dissonance" is suggested to capture the challenges and tensions in didactic situations where teacher and child participate with conflicting roles and expectations. Didactic dissonance may help educators reflect on teacher roles in didactic contexts.