This thesis explores the integration of immigrant children in Slovenian kindergartens and is divided into theoretical and empirical sections.

The theoretical part first defines interculturalism and the categorization of immigrants. It then outlines what constitutes an intercultural environment and the key factors that support it. Attention is given to programmes for working with immigrant children, models of intercultural education, and the process of integrating immigrant children into a group. Each area, including relevant models and steps, is described in detail. The thesis also addresses official legal and formal frameworks, divided into Slovenian and international contexts. Finally, it identifies intercultural competencies as a crucial element in the integration process.

The aim of the thesis was to examine how to effectively prepare for the admission of an immigrant child into a kindergarten and to understand the approaches taken by professional staff when integrating immigrant children. The empirical part of the research was conducted using a questionnaire comprising both open- and closed-ended questions as well as a Likert scale. The sample included 35 educators and assistant educators who responded anonymously. The findings are presented descriptively and in table form.

The results show that most professionals had at least one experience of having an immigrant child in their group. The data suggest that the specific job role of the professional has little influence on their perception of the importance of a proper approach to integration. The research further reveals that most professionals apply similar methods and approaches when working with immigrant children, their parents, and other children already present in the group.