This paper presents an in-depth analysis of verbal and visual presentations of a Swedish version of a pedagogy of play as presented in educational broadcasts during the early 1990s and late 2000s. The analysis shows how fiction materializes discursively and through material props in the play activities and how fiction becomes an agentive force making both human and non-human bodies act in new ways. Thus, when the fictional and the real mingle in materializations, new ways of being and becoming in adult–child relations are made possible. The ways in which professionals and children play out their engagement in play and fiction are, however, done differently in the broadcasts. This produces varying understandings of how fiction plays a role in relation to professionals and children. It is argued that professionals take positions as insecure and vulnerable players being looked at by the children, and the children take positions as engaged onlookers of the professionals’ play. In the concluding discussion, the implications for how adult–child relations are played out in new and complex ways, potentially transforming traditional dichotomous understandings of adult and child relations and positions in preschool, are further developed.