Different researchers (Feuerstein et al. 2015; Kozulin, 2015) have stressed the influence of culture on the perception of the teacher's role in promoting learning processes. Accordingly, the role of teachers in multicultural societies is more complex, since they must make sure to make room all cultures, while achieving key learning goals (Flavian, 2021;2024). Moreover, in times of conflict or crisis, the teacher's role takes on additional meanings (Sim & Pop, 2020). Since kindergarten children are often characterized as learners who absorb everything around them (Bjorklund, 2022), kindergarten teachers must also include controlled exposure to a lot of information. Therefore, in times of crisis, the kindergarten teachers must mediate the routine learning content to the children, while providing support and explaining the reasons for the different social situation that has been created.

This study took place at an Academic Teacher Education College where Jews and Arabs have studied together for many years, courses are taught in both Hebrew and Arabic, and religious events of all cultures are celebrated in the college. This case study was part of a 30-hour course attended by 26 Arabic and 8 Hebrew speakers which focused on the kindergarten teacher's role in promoting motivation to learn and creating opportunities to celebrate learning. During the course, war broke out, causing all students emotional stress. Nevertheless, they all had to continue implementing in their kindergartens the goal of celebrating learning.

Participants wrote reflections in which they referred to their role as kindergarten teachers in times of crisis, while also addressing their role in teaching about the relevant holidays and the culture in which the children grow up. The reflections underwent qualitative methodology text analysis. All participants signed an informed consent to participate in the study.

A preliminary analysis of the 34 reflections clearly revealed that participants were unanimous about the teacher's role in creating an atmosphere of learning, celebrating learning, developing resilience, and supporting kindergarten children. Moreover, they all mentioned that focusing on celebrating all learning contexts helped them and the children to overcome stressful issues that were revealed from the war situations. Additionally, despite clear differences between Muslim and Jewish culture, which were openly discussed in the course, this aspect was completely absent from the reflections. An in-depth examination of the themes emerging from the data analysis found no difference for the cultural context. Hence, the two main conclusions exposed from the initial analysis are: 1) there is no cultural difference in the perception of the kindergarten teacher's role in developing learning during a crisis, and 2) the main role of kindergarten teachers is to implement the perception of celebrating learning in all times.

Keywords: Kindergarten-teachers, teacher-education, multicultural environment, learning.