In early preschool education, storytelling plays an important part within the curriculum due to the need to develop different competencies of the child. It is planned in detail, and the educator is preparing for telling stories to children, primarily guided by the developmental and individual characteristics of each child who listens to the story and then by strengthening their own competencies for which one should have as a narrator. Although reading picture books and stories has its place in preschool institutions, storytelling is neglected by educators even though educators are aware of the importance that storytelling has for preschool children. Storytelling is an excellent tool for developing a child's imagination, enriching a child's speech, developing competencies in the mother tongue, but also in a foreign language. Storytelling can also be a good motivation to introduce some other planned activities with children, but it can also encourage the child's independent expression, most often artistic expression. Working on projects allows children to express themselves in different ways while making conclusions about things and phenomena, but they can also monitor their own growth and development by documenting that creativity. By involving children in the planning of the process, we give them the opportunity to learn by doing, following their individual development, and this is exactly what comes to light when working on projects. The MAIN instrument described in this paper is a multilingual instrument for researching storytelling and is been carried out with children who have acquired one or more languages since their birth and are three to ten years old. As the number of migrations in Europe and the world has increased, so has the number of children who speak two or more languages, which is why this assessment tool was created so it can also allow experts to determine if bilingual children have specific language impairments.