This innovative project implemented in the framework of the programme aimed to strengthen the multicultural dimension of kindergarten focusing on books and, in particular, to foster a love-of-reading culture with the aim of promoting literature as a means of intercultural dialogue. Numerous activities were held, involving the creative interaction of kindergartners with a variety of texts and cultural sources developed in the course of implementation of this project with the participation of all toddlers; said activities encouraged the experiential and active learning on the part of kindergartners, fostered the establishment of communication and collaboration between them, and supported their developmental path towards the acquisition of reading skills and a positive attitude towards reading.

This educational activity was built on two main axes of implementation:

• First, within the school premises, fully permeating the schedule of extended-day kindergarten and constituting the central point of reference for shaping the educational milieu, the interdisciplinary approaches and the school environment in general. The library corner played a central role in the school schedule, acting as the framework for children to interact with books. A variety of new books, both in Greek and in other languages, were added to the library corner; thus, every child was given the opportunity to have access to a wide variety of texts.
• Second, outside the school premises, with the implementation of part of the programme at the pupils’ homes, using the ‘circulating suitcase’, and with the participation of their family members, but also by carrying out extracurricular visits for the implementation of educational programmes related to the action plan.

An important goal was to introduce the children to Greek and foreign language texts, by exploiting and highlighting the linguistic and cultural diversity of the group – given that the kindergartners in question came from 13 different countries. The pupils had the opportunity to learn about the different cultures and traditions of their countries of origin, to identify similarities with their own cultural heritage and to develop a spirit of mutual respect, recognition and acceptance of the different national identities of the group, beyond discrimination and prejudice. Books were also used as a tool to involve parents in the school activities and raise their awareness with respect to intercultural contact and education. 

• 20 kindergartners participated in the educational activity with guidance by their 2 teachers.