The aim of this study was to examine how the activities of two preschools develop the language in matter of the teacher’s work of procedure. The following research questions were essential for the survey and therefore formed the basis of the examination: How do the teachers in both preschools work in a language evolving way? What significance does the environment have for the language development? Are there similarities and differences between the preschools in their language development approach? The study is based on a qualitative method, where the teachers of both preschools were interviewed with the purpose of obtaining information. The teacher’s statements and interviews were analyzed in relation to previous research, where the theories of different writers form the base of the theoretical connection to the study. The teachers view in developing the language regarding to their aspirations in measuring the language an important position in their operation, can be portraied as the conclusions of this study. Both preschools share a common view that the linguistic development is of great importance and should for that reason be highlighted as well as emphasized in the teachers working methods. However, the teachers in both preschools differ in their view considering language development due to their different ideas of witch working methods best stimulate the students linguistic abilities to development. The preschools working methods can be seen from a positive point of view and also from a critical one in relation to the examination, where the teacher’s interviews were analyzed and discussed. Accordingly, the teachers in both preschools aspire to achieve the best results for language development.

The aim of this study is to investigate two Reggio Emilia-inspired preschools. The study intends to investigate how a pronounced co-researching pedagogue role affects preschool teachers’ didactic approach, planning and implementation. Three preschool teachers were interviewed in order to make visible their way of perceiving and defining the co-researching pedagogue role. Activities within the field of science were also  observed in order to examine the practical application of this teacher role. Science as a subject has been chosen based on previous research and to create a mutual and solid base for the study. The research questions are formulated as: What defines a co-researching pedagogue according to the preschool teachers? How do preschool teachers describe their co-researching attitude in relation to children’s learning in science activities? How do preschool teachers interact with children, materials and the environment during the implementation of these activities? The essay uses a triangulation of two qualitative methods – interviews and observations. The results, which derives from a phenomenographical analysis as well as an analysis on concepts of developing pedagogy, shows that children’s interests plays an important part in teachers planning and implementation. The results also show that this specific teacher role is based on a pluralistic view on knowledge. One of the conclusions is that the teachers' attitudes create favourable conditions for children's learning in general, even though the opportunities to teach children subject-specific knowledge are not always administered.