The aim of this research project was to study children's multilingual communications in learning conditions. And how children can use their first languages and how preschool teachers perceive how different first languages are being used in learning conditions. Sweden is influenced by numerous different languages and cultures, which also influences the preschool context. The preschool education should be equivalent (likvärdig) in all preschools in Sweden. This led us to the question if all preschools in Sweden can meet the notion of equivalence regarding the curriculum goal of the child being able to develop both the Swedish language and their first language.  

A sociocultural perspective provides an understanding about languages position in the learning context. With different concepts of mediation, cultural tools and scaffolding the findings have been analyzed and interpreted. Linde studied curriculum theory and with his concepts of realization and transformation the preschool teachers' understandings of the writings in the curriculum and how they put it into practice have been analyzed. 

With the help of observations of educational conditions, children ages three to five were observed, two preschool teachers were also interviewed. The result showed that children's opportunity to use their first languages ​​varied in the two preschools studied. Children are not given equal (likvärdiga) opportunities to develop their first language. This highly depends on the educator's knowledge in the different spoken languages.