Differentiated instruction (DI) is a teaching philosophy which addresses the learning needs of individual children. This multiple case study aimed to investigate the extent preschool teachers differentiated content, process, assessment, and learning environment within multicultural classrooms. Four early childhood teachers’ experiences were examined through observations, interviews, photographs, and field notes. It was found teachers used multiple strategies to differentiate their instructional process and content. Strategies of demonstration, providing physical support, peer observation, or repeating directions were prominent for concrete learning. Also, it was determined that teachers implemented several strategies such as using visual materials and activities, and/or diversifying the types of activities for similar topics to differentiate educational content in multicultural classrooms. Moreover, teachers used a limited number of strategies including managing time and resources flexibly as a means of differentiating the learning environment. Similarly, they rarely reported, nor were observed to differentiate assessment. Thus, teachers’ differentiated practices, especially those based on learning environment and assessment, should be developed with effective educational policies. Overall, the value of this study is undeniable in terms of providing a perspective to be able to handle these challenges of educators in implementing culturally responsive education in different countries.

差异化教学 （DI） 是一种满足个别儿童学习需求的教学理念。这项多案例研究旨在调查学前教师在多元文化课堂中区分内容、过程、评估和学习环境的程度。通过观察、访谈、照片和实地笔记研究了四名幼儿教师的经历。研究发现，教师使用多种策略来区分他们的教学过程和内容。示范、提供身体支持、同伴观察或重复指示的策略对于具体学习来说很突出。此外，还确定了教师实施了多种策略，例如使用视觉材料和活动，和/或使类似主题的活动类型多样化，以区分多元文化课堂中的教育内容。此外，教师使用的策略数量有限，包括灵活管理时间和资源，作为区分学习环境的一种手段。同样，他们很少报告，也没有观察到区分评估。因此，教师的差异化做法，特别是那些基于学习环境和评估的做法，应该通过有效的教育政策来发展。总的来说，这项研究的价值是不可否认的，因为它提供了一个视角，能够应对教育工作者在不同国家实施文化响应式教育的这些挑战。