The article highlights some tendencies and perspectives specific to the intercultural education of preschoolers: the elucidation of the defining features of intercultural education at the preschool age; the determination and implementation of didactic technologies with maximum impact in making the intercultural education of children more efficient, especially the formation of intercultural competence; the necessity of developing and applying various tools relevant to the assessment of the level of intercultural competence of children; ensuring the optimal formal, informal, non-formal contexts that are optimal for gender education; initial and continuous training of teachers and parents in the field of intercultural education.