Construction with different materials, tools and techniques has a long history as an activity in preschool. In Sweden, this area of activity has commonly been known as bygg och konstruktion (to build and construct). However, exactly what this term entails in relation to technology as a content matter is not entirely clear. But since the construction activities has such a rich history in preschool, official documents and guidelines could shed light on this. Consequently, the aim of this paper was to examine construction activities’ role in preschool activities and how these activities has been presented historically. This was done by examining historical documents pertaining to the Swedish preschool. The examination shows that bygg och konstruktion has been a distinct part of different content matters in official governmental reports and curricula documents since at least the early 1950s, during the same time period when the Swedish National Board of Health and Welfare became responsible for the Swedish child care. In the 1970s and early 1980s, during a period when the political discourse revolved around how a perceived lack of interest in natural science from the populace could hinder economic growth, it was partly placed in the content area of natural science. During the end of the 1980s and early 1990s, during the same time as the school subject of technology emerged, it was partly placed in the new content area of technology. During all of this time, parallel to its inclusion in natural science and technology, bygg och konstruktion can also be found in the aesthetical content area. The analysis of the historical documents also shows that no clear distinction is made between bygg and konstruktion ­– the terms are used as synonymous to each other.