Investigating preschool teachers' perspectives and practices on cultural diversity: An ethnographic case study

Abstract

This study focuses on examining the perspectives of preschool teachers on cultural diversity in the classroom environment and determining their teaching strategies and techniques to address cultural differences. To this end, it aims to explore the perspectives of the preschool teachers who teach in public, private, and international preschool institutions and have immigrant students in their classes, on cultural diversity in the classroom, and also to understand how teachers' views on diversity are reflected in classroom practices. Employing an ethnographic case study approach, the research finds that the participating teachers perceive diversity at varying levels. Particularly notable is the discovery that educators in institutions where cultural diversity is a relatively recent phenomenon often lack awareness of changing demographics, resulting in a limited understanding of diversity. Additionally, there is a strong relationship between teachers' perspectives on diversity and their classroom practices. Furthermore, the study highlights a crucial distinction between teachers' perspectives on cultural diversity and the actual experiences of children within the classroom setting.