This thesis explores diverse educational approaches to integrating foreign-language children into preschool groups. It focuses on the ways in which professional staff communicate with foreign-language children and their families, how preschool teachers and assistant preschool teachers integrate these children into the group, and how they adapt their educational work to the children's needs. Furthermore, it examines the challenges encountered during the integration of foreign-language children, identifies the most effective methods, and assesses whether pedagogical approaches vary based on the children's countries of origin. The theoretical framework defines key concepts, delineates the term "foreign-language child,"and investigates as well as describes the methods, work techniques, and educational approaches through which preschool teachers and assistant preschool teachers successfully, high-quality, and child-friendly integrate these children into daily routines, free play, and guided activities within the preschool environment on a daily basis. The empirical research is based on a combined qualitative and quantitative study involving professional staff employed at Vrtec Mengeš. The study included 56 preschool teachers and assistant preschool teachers, all of whom were invited to complete an online survey. Additionally, four preschool teachers and four assistant preschool teachers who interact with immigrant children daily were invited to participate in interviews. The findings indicate that preschool educators pay significant attention to the social and emotional aspects of integration, which provide foreign-language children with a sense of safety and stability. When planning and adapting the educational process for these children, educators most frequently utilize non-verbal tools as well as physical or artistic activities that do not primarily rely on speech. The professional staff are fully aware of the importance of collaborating with parents and establishing a partnership with them. Utilizing the responses obtained from the interviews and the online questionnaire, a handbook featuring practical ideas was developed to assist professional staff in their work with foreign-language children.
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