Day‐care, the context of this research, is a significant service in Finland because every child under compulsory school age (7 years) has the right to municipal day‐care once the parental allowance period ends. Finnish day‐care is generally organised by municipalities as part of the social services. It is inclusive by nature, as there are no separate kindergartens with only special needs children. Such children are mostly in ordinary groups; only 1% are in special groups. Children with socio‐emotional difficulties have been a challenge for the Finnish day‐care and comprehensive school system for decades. In both educational systems such children are experienced as problems. This article deals with the discourse of day‐care personnel about these children and examines the meanings behind this language.