In recent years, many programs and manuals for 'norm criticism´ have been produced for schools in Sweden. In this article, I situate norm criticism and norm critical pedagogics within discourses of values and norms, legal rights and policies through a close reading of the material produced for the Swedish pre-school. I explore the targets, modes, and techniques of governing the child through norm critical programs and practices. I give special attention to the moral regime inscribed in the norm critical project and how the desirable and undesirable subject is constructed. By problematizing norm critical pedagogics, the article propositions them (contrary to its advocates' claims) as doing much more than widening social norms, creating tolerance for diversity, or furthering freedom and authenticity. Norm criticism attempts to reshape power-relations, assert the moral authority of professionals, and produce a state-approved social subject.