Abstract
This study aimed to research how to practice multicultural childcare and education by focusing on multi-age activities in culturally diverse settings. The cultural differences among minorities in culturally homogeneous Japan have been interpreted as deviance, but recent multiculturalization has led to a search for inclusion of cultural diversity. I conducted an ethnographic study at a preschool with a multicultural coexistence policy and collected data through participant observation and interviews with teachers. Cultural differences of children were recognized as diversity in open and free-play environments based on the child-centered curriculum in multi-aged groups. Being encouraged in peer relationship building, children consequently overcome the challenges of intercultural communication through spontaneous participation in activities. On the other hand, teachers faced difficulties utilizing their existing expertise and supporting communication between children in multi-aged activities.
