The aim of this study has been to identify conditions related to pedagogical relationshipswhich contribute to the quality of both relations between teacher and child and thereby thechild's emotional, social and cognitive development. The method used to do this is inspiredby an systematic review of scientific research within the area of pedagogical relations.Previous research included in this studies background introduces a brief overview of changesin curriculums within the period of 1987 to 2018 to give the reader an understanding of thechanges that has led us to the teaching-based curricula that dominates the preschool contexttoday. It also includes descriptions of the preschool teacher profession as well as descriptionsof caring relationships and relational competence.The results of the study are presented through four identified themes; Teacher characteristics,The teacher as a professional within the relational work, The child as an active constructorand Organizational effects on the preschool relational work. Related terms to each of thethemes is presented to be for instance knowledge and education, personal characteristics suchas mindfulness and ability to be sensitive and responsive, to confirm and accept, to skillfullybalance the role of personal and professional in the relational process and the child's attitudeand behavior. All of these conditions are in turn in different aspects either made possible orhindered by organizational conditions such as support from above or suitable group sizes.The discussion and further implications highlights the multidimensional levels of theseconditions and therefore the importance of reflections to help understand and acknowledgethe value of qualities related to pedagogical relations in the preschool contexts.