This study examines the adaptation processes of migrant and refugee children living in Türkiye, particularly at the early childhood education level; it addresses multicultural education approaches implemented worldwide, Türkiye’s current educational policies, the main challenges encountered, and proposed solutions from a holistic perspective. Following the outbreak of the civil war in Syria in 2011, the massive influx of refugees into Türkiye has made the inclusiveness and quality of early childhood education services an important topic of discussion. Since the preschool period is a critical stage in which language skills, social-emotional development, and social integration are established, ensuring migrant and refugee children’s access to education during this period is of great importance for both individual and social well-being. In this context, the study evaluates Türkiye’s policies and practices in this field by also examining reflections of multiculturalism in early childhood education and good practices from Europe and the United States.

Türkiye has developed inclusive policies to respond to the increasing educational needs brought about by migration; to promote equal opportunities in early childhood education, various initiatives have been launched to strengthen language education, teacher awareness, and family involvement. Programs developed to facilitate the integration of refugee and migrant children into the education system have laid an important foundation in this process. However, there are still areas open to improvement, such as language barriers, cultural adaptation processes, and teachers’ competencies in multicultural education. The findings of the study indicate that Türkiye’s efforts in this field are progressing in line with international best practices, yet emphasize that multilingual, inclusive, and sustainable education policies remain essential for long-term success.