Intercultural education for early years. Perspectives, reasons, possibilities, and an example

Abstract

The paper explores theoretical perspectives, normative elements, and intercultural practices in childhood education, specifically in ECEC, in four steps. First, it develops a proposal for an intercultural theory relevant to early childhood education. By drawing on legislation, literature, and statistical data, the second step explains why childhood education is a key to promoting citizenship and inclusion, while the third refers to the attention to be paid when implementing intercultural approaches in childhood services. As a final step, the "Benvenido" project is presented as an example of ECEC implementing intercultural principles.