Multicultural education for early childhood is important because it is considered a central idea in its contribution to the rapprochement of contemporary society. This qualitative study examines the thoughts of 71 teachers regarding their thinking and involvement in educational dance based on local cultural interventions as a new form of multicultural education for children. Observations of the multicultural learning process in several Kindergartens and Elementary Schools as well as in-depth interviews with teachers of children aged 6-9 years are data collection techniques to identify needs and problems related to multicultural education. These findings describe four categories related to multicultural education for children that can become a provision for 21st-century skills and illustrate the importance of educational dance as a tool for children's cultural dexterity in the future. Further research is recommended to develop products that can increase tolerance for diversity in children.