The present study will shed light on peer interaction and children's positioning in preschool. Theoretically, the study takes its point of departure from the concept of interpretive reproduction, which stresses the importance of children's collective actions and participation in cultural production and reproduction. Positioning refers to how children create social order in here-and-now interactions. Video data from three preschools have been used to capture peer interaction during play and mealtime. The study contributes to early childhood research by demonstrating a collective and an individual dimension of positioning connected to children's understanding of institutional norms. In addition, irrespective of age and preschool context, bodily actions are important resources in children's positioning. (author abstract)