The present study focuses on exploring the relationships of preschool staff and children with language difficulties in Norwegian and Belarusian contexts. A qualitative case design was used, and data were gathered through video observations and video-based conversations. Through different approaches -- narrative analysis and analysis of narratives -- two stories were constructed and then scrutinised for identification of common patterns. Three aspects illuminating contrasting tensions -- initial positioning, instructive support and nurturing support -- were revealed. The suggestions derived from the results of the study are the following: adequate preparation of preschool staff, as well as the encouragement of a closer dialogue between different practices is needed to improve the support provided for children with language difficulties in preschool settings. (author abstract)