Teacher team in an early childhood setting differ from a team in school through sharing praxis. In a team the teachers are dependent on each other both physically and mentally. They have to be there during the opening hours and they plan and discuss the work to be carried out together. Teacher professional development and competencies are frequently studied. However studies focusing on the team and their talk about praxis are rare. In a study we are emphasizing the teacher team as an arena for teachers' professional development. The study, based on action research, has two purposes; to contribute to the teachers’ understandings of their practice and possibilities for professional development, and to study how and in what ways teacher talk about their praxis. The purpose of this paper is to present and discuss the method used in the study (mind-mapping), the frame for analyses and some preliminary results. The overall theoretical framing is ‘practice architecture’ used to explain how different social arrangements enable and constrain practice. Those social arrangements are described as ‘sayings’, ‘doings’ and ‘relatings’ (in this paper we are focusing on ‘sayings’). Practice includes the discursive structures of talks ('sayings'). Talks, language and professional language constitute and make practice understandable and intelligible as a particular type of practice, such as the early childhood settings. ‘Saying’ is therefore both what is said about reality as it is said in practice and what practitioners are saying about what they do. By interviewing teacher teams while, at the same time, constructing a joint mind-map that represents the teams’ collective understanding data has been collected. The researcher and the teacher teams met four times during a six- month period, discussing, analysing and rewriting the mind-map. What are the teachers talking about, and in what ways, when they talk about their work? Is there a change when they get a chance to clarify their sayings in repeated meetings with analysis in between? In our analyses moral and ethical aspects, are highlighted by using theories of ethical (narrative) identity formation. In line with this perspective ‘sayings’ will be analysed through teachers’ talk on a practical, a goal-oriented and a value-based level. From the mind-maps, it is obvious that the teachers talk on a practical level i.e. how to plan and organise activities for the children but there are also tendencies of striving towards a value-based level.