This study aims to investigate assessment and preschool teachers’ descriptions of attentiveness to follow each child’s learning process in preschool. Previous research (Ang, 2014) illuminates the global debates about assessment and preschool teachers' responsibility to support each child's learning process. Research (Alasuutari, Vallberg Roth & Markström, 2014: 119) indicate that assessment involves risks for children's identity creation. However, studies (Elbaz, 1992) highlight the moral significance of attentiveness. The theoretical basis for the analysis is Vygotsky’s (1978) socio-cultural perspective, which stresses the importance of cultural tools for communication and attentiveness in relation to children’s learning processes. This paper emanates from the tension between the ethical aspects of assessment and the national requirement to follow each child’s learning, thus advocating attentiveness as a concept to reduce the tension. Stimulated recall interviews were conducted with seven preschool teachers in Sweden as a tool for common meaning-making and for focusing on attention through communication. Content analysis was used to reveal the views that emerged in the preschool teachers’ descriptions. Ethical considerations of confidentiality and informed consent were considered. The video-recordings and pictures used as starting points for the preschool teachers’ talk were employed during the interviews only as a stimulus to elicit preschool teachers’ talk. Therefore, were deleted directly after the interviews. Preliminary findings indicate that mediating tools, communication, and a play-based cultural context are potential resources for preschool teachers’ attentiveness to children’s learning processes. In addition, the concept of attentiveness can usefully be combined with didactic strategies, when applying assessment in preschool.