The aim of the study is to illuminate and clarify how educators with foreign backgrounds, pedagogical education and/or educational experience interpret the curriculum and how the curriculum is implemented at multicultural preschools. To visualize this, I ask the following questions:

• How do the educators experience the Swedish curriculum?
• What do the educators regard as multiculturalism based on the curriculum?
• What are the educators views concerning democracy based on the curriculum?
• What significance do the educators believe the verbal language has in their work?

The study is based on interviews with four informants. The interviews have thereafter been transcribed to be analyzed using previous research and theory. The theoretical perspectives of the study are social constructivism, culture, multiculturalism and interculturalism. Based on social constructivism which is the overall viewpoint of this study, the informants' experiences have been highlighted. The perspective of social constructivism implies that people are formed in social contexts that contribute to the understanding of our surrounding world. By highlighting the informants' experiences, I furthermore take in consideration the cultural aspect that involves people's typical behaviors such as norms and traditions. In order to observe and gain an understanding of people's different norms and traditions, the term interculturalism becomes relevant in the study, as it is, among other things, about communicating and responding to these differences. All informants work at preschools in multicultural areas where there is a variety of different cultures, religions and ethnicities.

The main findings found in the study are that the informants' encounter with the Swedish curriculum has varied. Most informants have come in contact with the curriculum through their employment at preschools while one informant came in contact with it during university studies. All informants emphasize the importance of communication and, furthermore the importance of trying to interpret the curriculum, together with colleagues, in order to give the children the same fundamental ground at preschool. However, colleagues' varying skills in the Swedish language can complicate the communication and the interpretation of the Swedish curriculum. The results of the study show that the informants view the 2 curriculum's basic democratic values, as something positive to work with in the multicultural areas, as they work interculturally to highlight everyone's differences to something positive and find similarities in order to make interactions between different cultures.