ABSTRACT
Turkish is the language of the 'family', of the private sphere, it may be important for the child in relation to some past or future ties to the home country, but not in relation the child's identity here and now in Germany. Kindergarten educators report that German parents especially those with five-year-old children also tend to be increasingly concerned about what their children are actually 'learning' in kindergarten in preparation for school. This chapter discusses implicit theories and attitudinal patterns and then moves to theory to practice. In the research presented in the book, stories are focused on. They are a common element both of childlore and educational activities across cultures, a vehicle for creating common ground in culturally mixed groups, and as a way of establishing a sense of uncomplicated, everyday inclusion and acceptance of different cultures and languages among children, parents and educators.
