In the present work, based on a theoretical discussion, conditions of a successful dealing with natio-ethno-cultural diversity in kindergarten are identified. However, it was not the goal to present applicable methods or to create a practical manual, but to make the normality of diversity consciously, and to emphasize the constructive of differences. A successful dealing requires sensitivity for differences, awareness/knowledge about constructivism, and a reflexive attitude.This work is introduced by a chapter about intersectionality, because a reduction on the differences nation, ethnicity and culture should be avoided in any case. In the next chapter the theoretical approaches are presented. But these chapters do not have an end in itself. Rather, they are decisive for a certain attitude. Next the development of the pedagogical view on natio-ethno-cultural diversity considered. On the one hand the development is important to clarify current approaches, and on the other hand errors from the past can be avoided.After that, the discussion will be specifically for kindergarten and the successful dealing with natio-ethno-cultural diversity. To this aim/end, the question will be whether this differences have relevance for boys and girls in kindergarten. For this, studies are reproduced. In addition, strategies in dealing with diversity in kindergarten are presented. Also the anti-bias-approach, one of the few theoretically based approaches in this area, is described in this chapter. In the last chapter, conditions on different levels, which are necessary for a successful dealing with natio-ethno-cultural diversity, are elaborated.