This research project explores the multifaceted nature of children’s language development in early childhood education and care (ECEC) settings in Sweden, with a focus on promoting equitable education. Drawing on Tibbitts’ framework for human rights education, the study examines educators and principals’ objectives, motives, and strategies for supporting children’s language development. Through a survey and focus group interviews with ECEC educators and principals, the research identifies didactic, participatory, empowering, and transformative approaches to language development. Findings indicate a strong emphasis on daily conversations and non-verbal communication. However, while educators prioritise children’s everyday communication needs, there is less focus on long-term goals such as school readiness and active citizenship. The study highlights the importance of a balanced approach that addresses both immediate communication needs and long-term empowerment goals to promote equitable education for all children.