The objective of this thesis was to survey how early years educationers support children with immigrant background with their language development. It was especially in attention, how educators take advantage of methods like participation and playful learning. In the background is development work of early year’s education by VKK-Metro.

The thesis used a qualitative research method and project agreement is made with the City of Espoo. The data were collected by interviewing six early years educationers from the Suvela day care centre during VKK-Metro development period of play and playful learning environments during the period 2014-2015. Side by side with the interviews were made seven writings of participial playobservations. Analysis was made with the help of thematic approach and content analysis.

According to the results of the thesis children from immigrant backgrounds are supported with their language and communication skills with different methods. Early years educators take advantage of everyday life and the actual resources in a creative way. Educators describe, how they take advantage of participation and playful learning pedagogy to support language development of children with immigrant background.

According to the view of early years educationers following methods were seen suitable for supporting language development: small group activities, participation, communication support, play and support in the child´s mother tongue. It is remarkable, that educators combine different methods using them in accordance with the early years education plan and in goaloriented way, while enabling children's participation in play and activities.