The topic of this research is to generate knowledge about the opportunities offered to children to develop symbolic understanding. How to support children´s representational insight is an example of what we could call preschool-content, and could refer and contribute to a didactic in early education. The previous study is built upon a larger data set (see Magnuson & Pramling, 2011). Relation to previous works is 1) children´s interactions with signs 2) teacher-child interaction and 3) the learning process. The research has a sociocultural perspective, particularly Vygotsky’s work on concept development (1987). The focus is on the teacher – child interaction of supporting children’s representational insight. This empirical study is orchestrated in a preschool center with two teachers with a group of twelve children. The study is based on video data (5 hours). Ethical considerations placed importance on always being sensitive to when the child shows signs that she/he is tired or does not want to participate more, and then turn the video camera off. The findings are that patterns of variation and coordination of perspectives (intersubjectivity) are important to support children’s development of symbolic understanding. Tree principles can be summarised in terms of: taking the learner´s perspective, emphasising contrasts and coordination of perspectives.