| Summary: | All municipal and independent Pre-School’s in Sweden follow the Curriculum for the Preschool 2018 (Skolverket). The Pre-School is to reflect a holistic view of the child, the child’s needs and the education is to be formed so that care, development and learning form an entirety. However, issues can arise hence the formulation in the Curriculum has not implemented a multilinguistic perspective. Even though the state, through various inquiries, is aware that closer to 25% of the children enrolled in Pre-School in 2019, had a foreign background. With a foreign background the assumption of a linguistic experience beyond the Swedish language is also added. The essay takes its approach on power theoretical perspectives, where the purpose further takes its aim on investigating how various language competences are given space and are regarded to be of relevance in the Curriculum. Through a discourse analysis this essay highlights implicit and explicit problems in relation to various linguistic experiences, which can be ascertained in the projection of the Curriculum. Also, how the problems relate to an interpreted language hierarchy and how they can be valued (differently). The analysis leads up to a discussion that indicates that an alteration needs to take place on two domains to amend the illuminated problems. Partly the Curriculum requires a revised implementation of the multilinguistic perspective. Secondly it requires an alternation in the Pre-School teacher educations as they too require implementing a multilinguistic perspective in order to ensure that future Pre-School teachers possesses the knowledge to educate multilingual children.
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