In Sweden of today and Europe, there is a lively debate about the reception and education of migrating children, young people and adults (Nilsson & Bunar 2015; Nilsson Folke 2015). The educational challenges have often been conceptualized and explained as a problem of difference in culture, ethnicity and language of the migrant children (León-Rosales 2010; Lunneblad 2013; Nilsson & Bunar 2015). Bouakaz, (2009), for instance, shows that in meeting the newly arrived families, it is the differences that are conceptualized as problematic. The position of the child’s mother tongue is a basic factor affecting access to education and school success (Ball 2011). Intercultural school development is a fundamental condition for democratic societies, and a priority in European policy today (Council of Europe 2007, 2015, 2016). The project at hand aims to address the demands of a changing educational landscape and broaden the picture of the situation of children and families with an immigrant background from a civic perspective. The project focuses newly arrived children’s first encounter with the Swedish educational system in the context of preschool. There are few studies on newly arrived children in the Swedish preschool. According to Tallberg Broman et al. (2015) focus on diversity, migration and ethnicity is also limited in relation to preschool. The forms of early childhood education and care vary greatly across Europe (European Commission, 2015). In Sweden, preschool is part of the overall education system. It has its own national curriculum, as well as formal university level training requirements for preschool teachers. Since the 1970s, preschool has played an important part of Swedish integration policy (Lunneblad 2013), and today an intercultural approach is emphasized (Skolverket 2010). In 2011, one in five preschool children had a different first language than Swedish and this number is increasing. Only in 2015, more than 16,000 children between one and six with the right to attend preschool and preschool class arrived in Sweden (Skolverket 2016; Migrationsverket 2016). In this process preschool as an organisational and educational setting has an important role to play. As Persson (2012) has pointed out, in an increasingly segregated society, and in the case of creating intercultural and multilingual education, the preschool can provide solutions and make a difference. This is why the project’s objective is to develop ways of organising spaces in preschool for successful learning and teaching through a participatory approach. The preschool teachers and other actors, as well as the children and their families take part in and collaborate in the research project from their perspectives and in a manner where their experiences and knowledge are seen as assets. The aims of the project in this respect correspond to the principles set forward by the Working group of the European Commission, which stress that quality depends on ”relationships between ECEC providers and children’s families; relationships and interactions between staff and children, and among children; (...) the involvement of parents in the work of the ECEC setting and the day-to-day pedagogic practice of staff within an ECEC context;” (European Commission, 2014, p. 6) ”A professional role is one which is regulated and requires individuals to develop and reflect on their own practice and with parents and children, create a learning environment which is constantly renewed and improved.” (European Commission p. 70) The participatory research design, in which different actors co-operate to organize preschool as a setting and civic instrument will also constitute a knowledge contribution in itself. Besides the participant’s knowledge development, the objective is to strengthen the scientific base and proven experience as support to professional knowledge. Methodology, Methods, Research Instruments or Sources Used The project is carried out in a preschool in southern Sweden, where one of the sections is an introduction class for children 3-5 year who do not speak any Swedish at all or very little. In the section there are 20 children and the activities focus on strengthening the children's identity and language, both the Swedish and the first language. The project is carried out mainly at the introduction section, but the study will also include the preschool as a whole, because the children after about a year's stay in the introduction section, move to another department at the present preschool or to a preschool closer to their home. A participatory approach is used, involving head teachers, teachers and other preschool staff members, the children and their families. We lean on the action research tradition (McNiff 2002; Norton 2009; Kemmis 2009). The approach implies that teachers, teams and institutions, together with researchers, are encouraged to systematically explore their work to develop the pedagogical knowledge and teaching. Much of the implemented research within educational action research has the teachers in focus, although educational action research implies a process in which all involved should be included, also the students (McNiff 2002). In the project, we will involve researchers and teachers, as well as the children and their families (Gallacher & Gallagher 2008; Clark 2010). The staff at the participating preschool have accepted to work in a participatory way, where researchers together with staff, children, care takers, and preschool management investigate strengths and challenges regarding how the preschool can reinforce language development. The model for the implementation of the project follows the typical participatory action research cycle, which includes planning, action, observation and reflection (McNiff 2002). The function of PAR is here taken as Braye and McDonell (2013, 269) argue, to “get the people affected by a problem together, figure out what is going on as a group, and then do something about it”. Conclusions, Expected Outcomes or Findings During the spring of 2017, the project will have run its first phase. In this phase of the project, the families, the prechool teachers, the children, preschool leaders and members of the municipal administration will have had the opportunity to formulate their concerns and discuss them in groups. For adults, focus groups with participants from each category will be carried out, that is, one with staff, another with management and a third with families. To get an insight to the children’s perspectives, we will use suitable methods adapted to the specific group of children. This presupposes a child-centred approach that fits within the children’s play and daily activities. The approach of using groups will give the participants in each category the opportunity to share and formulate problems, which in turn will give the project perspectives and experiences from the various groups of participants. An anticipated challenge is that the families live in different neighbourhoods, which limits opportunities for informal contacts between them. The staff and management of the preschool have identified some challenges and problems, but also strengths that the section and the preschool face in relation to the children’s learning and development. They see that although multilingualism can be considered an asset, the multilingualism in itself doesn’t create the dynamics in which learning opportunities and development can take place, something that also Kultti (2014) has observed in her research on how to deal with newly arrived children with a first language differing from the majority language.