This research explores how the material environment in kindergarten frames social practices and everyday life and how change may affect pedagogy. Data were drawn from an ethnographic study conducted in a large, newly established kindergarten in Norway. The analyses focus on one conversation between two educators and the head of the kindergarten. Critical discourse theory informed data analyses through examination of dimensions of the text, discursive practice, and social practice. The conversation illustrated how the lack of a sofa in a room touched on educators' central values about practice about caring and children's wellbeing. The findings illustrate how a change in the material environment forced educators to articulate their beliefs about a taken-for-granted, social practice when traditional expectations were not met. The analyses illustrate how change in materiality in new physical environments may have affective consequences to impact on social practices in kindergarten.