AbstractThe European Union acknowledges that early childhood education and care (ECEC) is the essential and fundamental paths towards permanent learning and social inclusion, particularly regarding migrant families and their children. Which educational methods have proven to be the best for the integration of migrant families? What strategies have been implemented to improve relationships among peers and to help children from immigrant families master the Italian language? What scenarios have been the most difficult to manage? The purpose of this study was to find the best educational practices used by Italian nursery school teachers to promote integration. Moreover, we wanted to identify the most significant obstacles the teachers encountered. A qualitative survey was done within a phenomenological frame. The research data includes full transcriptions (low-structured interviews) of interviews with educational staff who work in the Italian public and private nursery school system. Data analysis was done according to the grounded theory principle in order to define a “local theory” of education based on practical experience. There were numerous children from immigrant families in the educational centers where the survey was conducted (50% or more). This was considered an advantage for everyone involved- natives and immigrants alike. Cultural diversity produces more flexibility at different levels of the educational system and improves the ability to acknowledge and accept each individual's uniqueness. The best educational practice we found were workshops where children, parents and teachers were all involved. Workshops are situations/sessions of informal learning where one's first language and culture are appreciated, thus, bilingualism can be fostered.