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Ethnocultural diversity is internationally considered to be a key feature of school classes of all levels. The different cultural, linguistic, social, religious elements presented in contemporary multicultural classes are regarded as an exchange of cultures and an opportunity to develop intercultural communication and interaction (Stier, Tryggvason, Sandström, & Sandberg, 2012). This is the main purpose of intercultural education, which is now a dominant educational dimension in many countries. According to Rolanda-Ricci (1997), the main purpose of intercultural education is to reduce stereotypes and prejudices towards the different ‘other’, specifically, to break the cultural barriers and promote respect for any type of otherness. The main pursuit of intercultural education is to cultivate the skill of empathy, a skill that should be cultivated from pre-school age (Levin, 2003). The issues relating to the management of diversity in preschool framework are today one of the main goals of early childhood education (Murray et al., 2015). With the implementation of appropriate practices, young children fit into a context that embraces and welcomes the cultural diversity (Ogletree & Larke, 2010). According to Alves (2016) kindergarten students need to understand and build feelings of empathy for the different, since the experiences they form from this age have a pivotal and long-term influence on their subsequent development and education (Sakellariou & Rentzou, 2011). Ιn addition to the school environment, the family also plays a key role in promoting, or not, the acceptance of diversity. The family environment is characterised as the first ABSTRACT The management of diversity in preschool framework are today one of the main goals of early childhood education. Ιn addition to the school environment, the family also plays a key role in promoting, or not, the acceptance of diversity. The positions and attitudes of parents employed by their children affect, directly or indirectly, the pedagogical practices that teachers usually develop. The purpose of this research was to investigate the perceptions of parents with preschool children about issues of managing diversity in the context of preschool education. Also, this research aimed to determine whether and to what extent the family environment makes efforts to raise young children’s awareness across cultural diversity. The research emerged that about half of the parents, although they initially invoked a neutral attitude towards the cultural diversity encountered in the kindergarten classes, in their deepest views seem to accept the otherness only if it does not make its appearance clearly visible in the classroom.

Diversity in Early Childhood Education Through Parents’ Perceptions