Abstract
Preschool education as the first level of the education system plays a crucial role in preventing social and educational injustice and educating the worldview of the younger generation in a multiethnic educational environment. The concept of intercultural dialogue in the education system in general and preschool education in particular is considered as an essential component of its humanization and democratization. The purpose of this article is to study the manifestation of intercultural dialogue in preschool education in Belarus, Kazakhstan and Russia. For this purpose, a semi–structured in–depth interview with 56 preschool teachers was used: Russia – 20, Kazakhstan - 17, Belarus - 19. In order to process the data obtained by semi-structured in-depth interviews, the axial coding technique was used. The study allowed us to establish that in all three countries: Belarus, Kazakhstan and Russia, preschool teachers pay great attention to the traditional culture of their country, at the same time, as well as to intercultural dialogue, since the axis of the key categories is: "Traditions of celebration", "Intercultural dialogue" and "National identity". The main means of embodying intercultural dialogue and the formation of national and cultural identity as interrelated categories are celebrations and the involvement of parents in the activities of preschool institutions, which make up the densest thematic field, various visualizations are also used, less often folklore. Teachers from all three countries see a variety of perspectives for the implementation of intercultural dialogue in preschool education. The category of "Improvement through intercultural dialogue" in the sayings of teachers of the Republic of Belarus and the Republic of Kazakhstan occupies the first position in terms of frequency of occurrence, in Russia – the second.