Around the world, school districts and institutions are exploring ways to provide quality education to their students. With this, there is a deeper need for multiculturalism in classrooms, as many students are from varying cultures and speak different languages. "Early Childhood Education from an Intercultural and Bilingual Perspective" provides emerging research on the use of play, toys, and games as tools for meaningful multicultural and bilingual education. By highlighting topics such as cross-cultural psychology, classroom management, and second language acquisition, this publication explores the importance of culture in games and play. This book is an important resource for educators, academicians, researchers, and students seeking current research on the role of intercultural education in society and modern approaches to early education. This book contains the following chapters: (1) Teacher Skills in Early Years Education (Carmen Viejo, Izabela Zych, and Vicente Llorent); (2) Learning and Teaching in Early Education: The Potentiality of the Educational Context (Eva M. Romera, Olga Gómez-Ortiz, Carmen Viejo, and Rosario Ortega-Ruiz); (3) Promoting Diversity: A Focus on the Family, Community, and Early Child Education Learning Objectives (Hannah Mills Mechler); (4) Empowering Practitioners Through Training to Ensure Safety and Health of Early Childhood Development Learners: Empowering Early Childhood Practitioners (Tshidi Rebecca Modise); (5) Early Teacher Training Across European Countries: Cultural and Linguistic Diversity -- A Challenge for Early Childhood Education Today (Ma Isabel Amor Almedina and Rocío Serrano Rodríguez); (6) Talk and Play Family Education Perspective (Ozana Ural); (7) Translanguaging Practices in a Hungarian-English Early Childhood Classroom (Irina Golubeva and Éva Csillik); (8) Development of Linguistic Abilities in Bilingual Education Through Musical Stories (Adela González Fernández); (9) Children's Play and Development (Carmen Viejo, Rosario Ortega-Ruiz, and Eva M. Romera); (10) Play and Learning in Early Childhood Education: The Contribution of High Scope, Reggio Emilia, and Montessori Pedagogical Approaches (Dalila Maria Lino and Cristina Parente); (11) Early Childhood Play With Reclaimed Resources: Potential Benefits for Young Children (Hazel R. Wright, Paulette Luff, and Cahide Sevgi Emre); (12) Cross-Cultural Psychology of Play and Early Childhood Education (Asil Ali Özdogru); (13) Early Childhood Education Schools in Brazil: Play and Interculturality (Tizuko Morchida Kishimoto); (14) Play and Toys as Cultural Tools and Practices: A Comparative Study (Isik Kamaraj, Ozana Ural, and Fethiye Esra Molu); and (15) Gender Stereotypical Toy Preferences in Children 3-5 (Esra Fethiye Molu, Laura M. Taylor, Kamile Gamze Yaman, Munevver Basman, and Merve Tezel). (Individual chapters contain references.)