ABSTRACT
As one of the dimensions of multicultural teaching competency, knowledge is important to be achieved by kindergarten teachers. Moreover, the construction of multicultural knowledge will give more understanding in which aspect they concern. This study was conducted to explore the construction of multicultural knowledge and used qualitative method with case study design and interview technique. Three teachers from different religious backgrounds were selected. The results of this study show that teachers constructed their multicultural knowledge from the concept of diversity, religious aspects, and experiences with children. Therefore, teachers and educational institutions can put more emphasis on these aspects.
