This paper attempts to explore the views and practices followed by kindergarten teachers for the integration of refugee and immigrant children in the Greek school. The research focus is on the approach of cultural diversity of students with immigrant and refugee backgrounds on the part of teachers but also on the practices they adopt in order to meet their educational needs.
The data emerged from the research process with the use of semi – structured interviews with nine kindergarten teachers and were analyzed by the technique of thematic analysis. It is shown that teachers are positively committed to the integration of refugee and immigrant children in the educational process by adopting a variety of tools to achieve it. The study also highlights the distance between the cultural capital of children with immigrant and refugee background with the cultural capital that the educational institution requires. Kindergarten teachers perceive the absence of a common language of communication as a significant obstacle in their relationship with children. The needs of children with immigrant and refugee backgrounds are holistically recognized by kindergarten teachers with an emphasis on socio-emotional well-being. At the same time, kindergarten teachers do not seem to recognize children’s need to strengthen their cultural identity. They also reveal the need for an immediate training that can solve issues that arise in the education of refugee and immigrant children.