Norwegian society is becoming increasingly heterogeneous. In order to meet challenges and provide conditions for high quality kindergartens "The National Kindergarten Act" and the "Norwegian Framework Plan for Kindergartens" are under revision (period 2013 to 2016). A central challenge of this is how to formulate ideas that support teachers' pedagogical practices in complex contexts. The article describes how a working group with a mandate from the Norwegian government (Ministry of Education and Research) provide solutions, including a wide vision of the "glocal teacher", a framework where ethical considerations for the future of children were highlighted and where local, situated and culture-sensitive practices were encouraged. Furthermore, the article raises questions and gives illustrations of what kind of model of the teacher and the child should be created in the best interest of children in a growing pluralistic society. A further elaboration of the concept of "glocalisation" in the context of teachers' pedagogy is needed in order to meet diversity and the educational challenges that follow. A "glocal" model of the teacher could serve as a thinking tool for increasing awareness of globally shared concerns and at the same time for understanding the impact of local traditions and recent practices. The concept of "bildung" ("danning") includes such visions and nourishes suggested pedagogical strategies for teacher practices.