As the world becomes increasingly multicultural, early childhood education also becomes increasingly diverse. While play is widely considered a universal behavior, its forms and meanings are deeply shaped by cultural contexts. Understanding teachers' beliefs and practices surrounding play is therefore crucial for fostering inclusive learning environments. This study employed a multiple-case study to examine preschool teachers' beliefs, practices, strategies, and roles regarding play in multicultural classrooms. Data were collected through semi-structured interviews, classroom observations, and field notes from three public preschool teachers working in Ankara, Türkiye. Findings revealed that teachers valued cultural diversity and recognized the influence of children’s backgrounds on their play. However, person- and context-related challenges —including language barriers, parental attitudes, limited space, inadequate materials, and low teacher self-efficacy— often hindered inclusive play. Despite these challenges, teachers employed creative strategies such as relying on using gestures, mimics, and visual aids, adapting familiar games, engaging families, and using culturally relevant materials. Teachers also adopted varied roles, ranging from uninvolved observers to active mediators and researchers, which highlights both the opportunities and limitations of their support. This study highlights the importance of strengthening teacher training and self-efficacy to promote culturally responsive play practices in early childhood education to foster inclusive and enriching multicultural learning environments.
N. Berfin Yapar (2026) studied this question.