Akademik Veri Yönetim Sistemi
International Journal of Early Childhood, 2026 (ESCI, Scopus)
The purpose of this study is to examine preschool teachers’ perceptions of multicultural education, the practices they implement in their classrooms, and the challenges they face throughout this process by adopting a holistic perspective. This research aims to shed light on how teachers understand and apply multicultural principles in early childhood settings, and what kind of support or barriers they encounter along the way. A qualitative research method, specifically an interpretive qualitative design, was employed to explore the lived experiences of educators. Semi-structured interviews were conducted with 30 preschool teachers working in culturally diverse districts of Istanbul. The collected data were analyzed through content analysis and organized into six primary themes: teacher awareness, classroom practices, curriculum approaches, teacher competencies, encountered challenges, and suggestions for improvement. The findings indicated that although teachers generally had a positive attitude toward multicultural education, they struggled with several structural and practical limitations. Key problems included inadequate instructional materials, insufficient curriculum integration, limited in-service training opportunities, language-related difficulties, cultural misunderstandings with families, and a lack of institutional guidance. Participants highlighted the urgent need for more professional development programs, culturally responsive resources, and administrative support. Overall, this study provides important insights into improving cultural inclusivity in early childhood education and contributes to the development of teacher competencies in multicultural settings.