Small Children’s Development of Conduct of Everyday Life. Nordic countries are characterised by a high rate of small children attending day care – in Denmark 18 % of children less than a year and 86 % one-to-three year-olds attend either day care or nursery (Haagensen, 2011). Still we need more knowledge about the specific meanings of these societal arrangements and how the youngest children develop their conduct of everyday life in the transitions across home and institutional arrangements as nursery or day care (Haavind, 2011) The aim of this paper is to discuss small children’s (aged 0 to 3 years) development of a personal conduct of everyday life through participation in social practices among peers, parents and professionals - especially focussing on the children’s life in day care or nursery. We present an on-going two-year ethnographic study during which, we do participatory observations of the social life of children in nursery or day care – and in the transitions between home and societal institutions. Starting out when each child is about 12months we follow them in- and across their societal settings. Furthermore, we conduct interviews with the parents and professionals around the children. We work within a theoretical framework developed in German-Danish critical psychology, as well as the ethnographic tradition deriving from Jean Lave(Dreier, 2008; Holzkamp, 2013, in press; Lave, 2011) We thus approach the empirical and theoretical challenge related to the study of small children’s everyday life through analysis of the dialectic relation of the small child as a subject with agency, participating in societal contexts in which the child develops and learns.