The purpose of this paper is to analyze teachers approach to multilingual children's behavior in certain situations. I will also explore the educator’s attitude and approach toward the situation where children who are excluded by other peers, because of the peers use of divergent language. I choose qualitative interview as method, interviewing seven teachers working at pre-schools, with chosen choice I expect to gain insight into the teacher's reasoning behind their approach and strategy towards situations where children use other language than Swedish. The results shed light on several interesting factors that determined how the educator responded to the forth mentioned situation. The general perception at pre-schools is that multilingual children should be given space to use their native tongue, as this flourishes their language developments. We can also find basis for this when reading the official pre-school steering documents, the Swedish curriculum, Läroplanen. What this document lack though is presenting solutions how the educators can work constructively with the children. It's rather encouraged for each school to discuss their own methods and approaches as a team.

My conclusion is that there is no blue print to follow for solving these situations, the educator's conduct and strategy is based on individual experience and situational. But a common thread that emerged in my research is that all educators expressed the importance to acknowledge all children and involve them in the activities regardless of language, it is the teacher’s duty to support and to be present as the children will need pedagogical support in this matter. Not to forget though, that teachers are frequently faced with situations where they have to decide whose rights to prioritize; the single child who ends up alone outside the peers group and lose his/her entitlement based on the norm "everyone should be involved" or the playing children who is doing nothing but employing their rights to speak in their mother language?