The Swedish preschool is internationally known for its high quality. Children in Sweden are
given early educational opportunities to learn and develop prior to their school start. The
Swedish preschool activity should include an overall language developmental approach;
however, studies show that the children’s conditions for language instruction vary intranationally.
While the Swedish preschool curriculum reflects on children’s desire to learn, the
preschool staff should be aware of their own practical theory in order to arrange for learning.
Research show that early childhood education of high quality benefits children’s future school
results. Thus, this research aims at studying children’s opportunities for quality learning and
development in the Swedish preschool, by exploring the content of preschool teaching.
The role of the preschool is to provide all children with an education of high quality. This
study aims at investigating what quality can mean in terms of preschool language instruction.
To generate an understanding of quality, the study focuses on the structure and process inputs
in six public preschools and two municipalities. To provide insights about the preschools’
practices, a qualitative approach has been used to conduct interviews with preschool heads
and employees from education administrations, as well as questionnaires with preschool staff
and observations of learning environments. As the quality inputs vary between the preschools
and municipalities it affects the outputs of the children’s language development. This research
makes it evident that the outcomes are mainly dependent on the preschool staff’s abilities and
competences of implementing development