Welcome to the website of the BODI project!
Our societies may have never  been completely homogeneous, and there have always been differences in cultural values, preferences, and behaviours between groups of people (e.g. Compare the life of a factory worker in a big city with that of an agriculturalist in a small village, or the priorities of a deeply religious person with that of an atheist scientist, etc.). Yet many Europeans feel that diversity really became part of life in the recent decades. Many perceive that differences are now more marked, that values are more different than before and at times incompatible, and that diversity is more inscribed in our bodies – in the colour of the skin or in the clothes that cover it.  
Some Europeans are concerned by this perceived greater diversity: they may be afraid that values they cherish will disappearand ways of doing things that they already “overcame” will resurface, and that society and life will change. 
Truth is, in the world of adults, today, in Europe diversity is a concern. But here is another truth: diversity is already here, it is a reality. Denying it is not an option, erasing it reminds the worst chapters of European history.  So we have to do with the challenge which we propose to embracein positive andcreativ ways.

And what’s with the kindergarten?
Often, when presenting our project about “bringing diversity” into pre-primary schools people showed surprise and concern. Aren’t children immune to any such differentiations? Aren’t we going to “pollute” their clear and naïve way of perceiving each other and playing with each other free of prejudice and stereotypes? 
The truth is, diversity and difference are already inside the school.  And the fantastically perceptive children copy the way adults handle diversity. They may have been clean and pure at the start, but they live amongst adults and quickly acquire the generalisations, stereotypes, prejudice and taboos that adults develop concerning diversity. In this context our project wishes to:
1) Contribute to the development of education policies and practices on intercultural education, gender education and inclusion of children / parents of minority cultural backgrounds – through our analysis of existing practices and the assessment of the method we develop.
2) Contribute to the development of teachers’ competences through new methods for teacher training and new practical tools ready to adapt, concretely:
• Develop an understanding of cultural differences having an impact on early childhood education, develop tools to solve possible tensions and conflicts,
• Develop skills and creative tools to address issues of cultural diversity, gender, and health with the children,
• Offer tools to involve parents (of migrant and non migrant origin) and engage them in dialogue about sensitive issues such as cultural differences, gender, body, and health.
3) Contribute to the development of school’s capacity to address cultural diversity, to ensure that children of different cultural backgrounds and their parents are not excluded, and equip children for participation in an intercultural society tolerant towards gender diversity. Offer tools and strategies to address sensitive issues such as gender.

The twoyear project was piloted in five countries (Austria, France, Greece, Italy and Spain) and was financed by the Erasmus + programme through the French National Agency (L'Agence Erasmus + France / Education Formation).