Interculturalism from the perspective of pedagogics and integration in preschool with emphasis on cooperation with parents

Abstract

The central point of the article is the study of interculturalism in preschool. The latter is given special attention, as it is the framework within which the authors present the importance of preschool teacher’s approach to intercultural communication, both with children and with parents. The empirical part is the presentation of the results of a study about preschool teachers’ preparation for a conversation with parents of children who are part of a minority. The authors find that before introducing a child with a different cultural or national background to the group, the majority of preschool teachers talked to the group about the culture, religion, traditions and the mother tongue of the child, so they knew how to face someone different and were ready for a conversation with the parents of that child.