This research focused on learning conditions in preschool that support multilingual children's linguistic development. The aim of this paper was to study singing activities through the experiences of ten multilingual children in toddler groups (one to three years of age) in eight Swedish preschools. A sociocultural theoretical approach is used to understand the dynamics of children's learning and development. Data were gathered through videoed observation of practices. Singing activities in the preschools were analysed. Findings showed that singing activities offered children different communicative resources, such as lyrics, gestures, rhythm, artefact, and opportunities for repetition of the activity. The resources were used in a range of activities with others that supported change in children's level of participation. Linguistic participation by each child was not demanded and differences in children's linguistic skills did not, therefore, constitute a barrier to participation. However, how effectively the learning resources were used depended highly on the teachers' guidance practices.