It is now common for public institutions, and other organizations, to be administrated and managed through digital systems. Such systems are aligned with a discourse of positivity, of doing things better, more effectively. In this paper, using multimodal critical discourse analysis, we analyze one digital system used in Swedish preschools called Unikum, built around the national targets in the new national curriculum. Our analysis considers the affordances of the digital system, the uses to which these are put, and the designs of its interfaces. Such systems set up a kind of information infrastructure where things and processes are coded and classified, providing locked-down positions, infused with power, where there is only one way of construing the world. We show how Unikum brings a marketized, customer oriented, ideology of teaching and learning into preschools, displaying a bright and optimistic world where all children are developing. This leads to incredible levels of performativity as teachers must communicate constantly using the codifications carried by the system as if everything was improving. The process comes at a cost of side-lining professional skills and also the very children themselves.

现在，公共机构和其他组织通常通过数字系统进行管理。这样的系统与积极的话语相吻合，更好，更有效地做事。在本文中，我们使用多模式批判性话语分析，分析了瑞典学前班使用的一种名为Unikum的数字系统，该系统围绕新的国家课程中的国家目标而建立。我们的分析考虑了数字系统的功能，这些系统的用途以及其接口的设计。这样的系统建立了一种信息基础结构，在此基础上对事物和过程进行编码和分类，从而提供了锁定的位置，注入了力量，而只有一种方式可以构建世界。我们展示了Unikum如何带来以市场为导向，以客户为导向的，进入学前班的教与学思想，展示了一个所有儿童都在成长的光明和乐观的世界。这就导致了令人难以置信的演奏水平，因为教师必须使用系统附带的规范不断进行交流，就好像一切都在改善。这个过程的代价是附带的专业技能以及孩子们本身。