The purpose of this study is to examine how preschool teachers work with signs as alternative and additional communication in preschool to promote the development of children's language development. My questions of issue are how do preschool teachers use signs as alternative and additional communication in preschool, how do the teachers motivate and describe their work and what experiences does the preschool teachers have with signs as alternative and additional communication in preschool?

My method of this study has been qualitative where interviews were made with six preschool teachers. To analyze the result of the interviews I have used the socio-cultural perspective by Vygotskij, that describes how important the language and interaction between people are. I also used Vygotskijs model the nearest development zone to analyze the importance of interplay between the preschool teachers and children. I have also used previous research and studies to strengthen my study.

The study results are that all preschool teachers work with signs as alternative and additional communication with the purpose to develop all children’s communication. All the teachers had good experiences and a positive attitude to signs as language development for children. The preschool teachers consider it necessary to have more education in signs and to get follow-up of their work.