SUMMARY
The purpose of the current paper is to examine the social framework of the kindergarten school environment, as far as the interpersonal relationships of preschool children that derive from diverse cultural environments and backgrounds is concerned. The fundamental aim is to investigate whether and how the cultural and linguistic background interferes in the relationships of kindergarten pupils. Thus, there has taken place the observation of two different kindergartens in Greece, in order to identify those characteristics and attitudes that contribute to the healthy relationships between pupils of different backgrounds. Based on the principles of intercultural education, the teachers’ teaching methods and attitudes towards foreign students have been examined. In this framework, the method of sociometry was chosen, in order to measure the students’ social relationships and preferences.