The purpose of this study is to contribute with knowledge about preschool teachers´ perception of children´s individual language development pormoted and developed by music and rhythm in playful situations and contexts. The study has been carried out through semi-structured interviews. The material that emerged through the interviews has been analysed of a thematic analysis, in a six-step model.  The results indicate that children are promoted in their individual language development through the work with playful situations and contexts. It appears that these situations, often are spontaneous. This is because there is no time for planning music and rhythmic activities that take place together with the children.  The conclusions of this study is that pedagogues think that children benefit from music and playful rhythm situation in developing their language. The educators explain, among other things, that they feel that the children develop their communication, pronunciation and vocabulary through these situations. The work with music and rhythm in playful situations is explained to be possible in different ways, for example through song collections or with instruments.