The aim of this qualitative study is to examine how educators view their work in language development with multilingual children, and the methods they are using. Additionally, this research investigates which attitudes educators feel that there is in preschools among parents and children about the language multilingual children speak at preschool. The investigation is based on five interviews with educators who all work on different preschools. The study approaches the research questions from the socio-cultural perspective.

Based on the socio-cultural perspective, it is considered that the child learns all the time, in every context, by interaction with others. The learning takes place in the child through multiple steps. First, the child needs the help of a person who is more competent than the child itself in the current activity, so that the child can later move on to perform the task on their own.

The result shows that educators use different strategies and methods when they work on language development with multilingual children. These strategies and methods are: provide security, adapt activities, use repetition and give the children time, use language support and use technical aids. The survey shows that educators, parents and children, are either encouraging or disagree to children speaking their first language at preschool.