This underlying paper takes a closer look on group dynamic processes in a kindergarten group, including the related components influencing these practices. The state of the art is shortly described. The main emphasis focuses on the relationship between the preschool teacher and the child. In this context, the preschool teacher´s posture and behaviour towards the child as well as the significance of self-reflection is discussed. With the support of an observation protocol used in practice, individual aspects are demonstrated and linked with pedagogical theories.