Abstract
The aim of the article is to show how the philosophy of the multi-dialogical kindergarten is put into practice. The article presents a case study which demonstrates children's participation in planning and guidance of kindergarten activities. It illustrates how attentiveness on the part of the kindergarten teacher leads to the development of the learning content on the basis of the interests of the child. Attentiveness is fundamental to the multi-dialogical approach. The result is peer study in which the children learn to provide and accept feedback. All of these are elements of the multi-dialogical approach in kindergartens.
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