Based on the experiences from a social innovation process of Swedish preschool remodelling – aiming to enhance equal and inclusive learning and play – the study investigates socio-material dimensions in complex multi-actor/level (ex)change. Previous studies on systemic change through social innovation ecosystems help reveal dynamics and challenges in the co-ordination of varying logics and interests among the involve preschools, municipality, architectural firm, universities and innovation agency. The shared appreciation of equal preschools as universally good and desirable, served to conceal contestations of the principal aspirations of innovative socio-material transformation, instead conceptualising it as conflicting institutional logics and lacking cross-institutional coordination. The study further confirms that the large complex systems that characterise formal education may hamper innovation by its high degree of inertia, while distinguishing a potential for enhanced innovation through participatory, empowering approaches in social innovation ecosystems.