In the second half of the 20th century, European societies began to face multiculturalism and multilingualism both within the continent and within individual countries. They had to accept this as part of European identity and tradition. In the educational process, which is part of the wider social order, as a result of immigration, poorer learning performance of immigrant children compared to the majority population and the recognition of injustice in the school system began to develop a model of intercultural education. Even in everyday practice, in the last few years we have increasingly encountered the inclusion of immigrant children in kindergartens. From a professional and human point of view, we believe that in the earlychildhood, it is very important to support and assist the immigrant children and their parents in integrating into a new linguistic and cultural environment, which includes social, cultural and linguistic areas. The INDI- project involves six organizations from five European countries (Sweden, Belgium, Slovenia, Malta and Cyprus). With the project we want to exchange examples of good practice among organizations. It brings together organizations with similar visions for the development of pre-school education in Europe, facing similar challenges in the areas of inclusion of children from less stimulating learning environments and children of immigrants and their families, as well as in strengthening language and social competences. In our work, the partners identified a problem for which we want to find solutions during the project. Research in Europe shows that the percentage of children from other speaking as well as cultural areas is growing exponentially. In most parts of Europe, the share of immigrants has also increased due to the political and economic situation. For kindergartens and primary schools, the rise of children whose mother language is not the same as the state language is a problem that most of them are well aware of. Unfortunately, solving this problem is often difficult due to lack of knowledge and / or appropriate approaches. Partner organizations find that the reasons for these problems are different. Often children do not have enough language stimuli (or they are not suitable for the developmental stage), and too little attention is paid to communication and conflict resolution. Due to the fast pace of life, children are often left to fend for themselves. Many times, the problem is also in communication with foreign parents, as they do not know the language, and thus cannot be sufficient support for the child in the new environment. Particularly vulnerable groups are children from less stimulating learning environments, children with special needs and children of migrants. Due to their specific needs, they are often in an even worse position than their peers, and parents, educators and teachers do not have the appropriate knowledge and / or appropriate methods and tools to facilitate the path to acquiring new knowledge. At the same time, we are aware that the first step an educator can take to promote diversity and social inclusion in the context of education is to develop a greater understanding of the cultural backgrounds and social environment of the families of the children they work with. As we encourage and promote the understanding of social inclusion in the broadest sense, we do not only mean taking into account the child's linguistic and cultural affiliation, special needs, etc., but perceiving, considering and introducing elements of the child's family culture into the education process. Through the introduction of elements of family microculture into the classroom, the child connects with the classroom and recognizes himself in it. This is important for developing a sense of belonging to a group and confirming the identity (multiple identities) of the child.