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In recent years, increasing cultural and linguistic diversity in Sweden has significantly affected early childhood education and care (ECEC) that must adapt, reframe, and develop new educational approaches to fulfil its mission toward democracy, citizenship, and equity. This thesis aims to gain a deeper understanding of how Swedish ECEC policy conceptualises and addresses cultural and linguistic diversity across national and local levels, how these conceptualisations evolved over time, and how different institutional actors interpret and enact these policies in their professional practice.

The empirical data consist of qualitative semi-structured interviews with national policy actors and preschool principals, as well as review and analysis of diversity policy documents across national and local institutional levels. The research examines how diversity is conceptualised, interpreted, and enacted in Swedish ECEC settings by using an interculturality lens, policy analysis, language-orientations and equity leadership as theoretical frameworks.

The results indicate that diversity in Swedish ECEC policy is characterised by dynamic, relational understandings embedded in intercultural narratives. The thesis demonstrates a consensus and a policy shift towards prioritising Swedish language development for children’s future educational, social, and economic opportunities. Multilingualism has been historically portrayed positively in policy discourse, and the findings identify its multifaceted nature, but also a trend towards making multilingual support conditional upon children’s Swedish language development. At the local level, the thesis examine principals’ perceptions of the interplay of socioeconomic factors and contextual conditions in diversity policy enactment in highly diverse preschools. Recruitment difficulties for qualified staff, communication and attendance barriers create constraints with implications for educational equity. It reveals how principals respond to these by developing equity-oriented leadership practices to recontextualise policy frameworks to their local realities. In doing so, it provides a framework for understanding trust-building and cultural navigation processes.

In synthesizing the findings, the thesis contributes to understanding how Swedish ECEC policy has expanded preschool’s role beyond care to school preparation, integration, prevention of societal challenges, and democratic value formation, with implications for diversity policy and social cohesion. It offers a novel perspective on the relationship between national policy actors’ knowledge production, evolving diversity frameworks, and equity-oriented leadership practices in diverse settings. The thesis highlights the need for more comprehensive policy initiatives and political attention to the complexities placed on ECEC institutions in diverse preschools. It argues that achieving equity in preschools requires sustained,coordinated effort and structural support that extend beyond issues of increased participation or language development alone.