The purpose of the study is to investigate the preschool teacher’s attitude and attitude towards working with children who have Swedish as a second language. We are also investigating what working methods and materials preschool teachers use to promote multilingual children's language development with regards to the Swedish language and the child's mother tongue. Issues that we have used are:

• What attitude do preschool teachers have in working with multilingualism?
• What working methods and materials do preschool teachers use to promote multilingual children's language development with regards to the Swedish language and the child's mother tongue?

To get answers to our purpose, we used qualitative interviews with six preschool teachers from four different preschools in three different municipalities in Stockholm. We have analyzed data collection from a socio-cultural perspective. The result showed that interviewed preschool teachers see the work of multilingualism as an asset. Preschool teachers are aware that it is a resource to know more than one language, as the children can switch between both languages. In our result, it was found that the educator’s main way of working for language development is to work consciously in smaller groups of children. To have a conversation while reading is the most important factor in promoting multilingual children's language development. The educators use books in different languages, concrete materials, and pictures in planned activities such as gatherings and fairy tales. All preschool teachers also believe that rhymes and language-developing games such as memory increase children's language development.