The purpose of this study was to investigate how very young children can influence their daily life in preschool, in relation to teacher control. The specific questions studied were: What opportunities do the children have to make their own choices and take the initiative? How does teacher control manifest itself? What form do permanent structures, such as rules and routines, take? The results show that the children do, in fact, make choices, mostly from several fixed alternatives, and that they do take the initiative, sometimes to express an opinion and even a right, sometimes to express what they want to do in circle time. It is also shown that the amount of influence young children are able to exert varies with the amount of control the teacher exercises. It is evident that strong teacher control is maintained in different ways, that is, by directing communication, by using a playful voice, by being responsive and by endeavouring to come close to the child's perspective. In communication directed by the teacher, explicit rules about conduct and manners appear. In such situations, the children are unable to exert any influence. When the teacher maintains control by coming close to the child's perspective, responding to them sensitively and talking to them with a playful voice, the rules are implicit and no reprimands are necessary. In these situations, the children are freer to make choices and take the initiative. The conclusion is that strong control does not necessarily limit children's influence; it depends on the character of the control. Children's influence increases when the teacher's control over the "what" and "how" aspects of communications is weak, and is characterised by closeness to the child's life-world and a communicative approach. In order to stimulate children's influence, it seems to be important to develop teachers' powers of insight and mutual respect. (Contains 6 footnotes.)