Kindergarten teachers’ attitudes toward immigrant children and children of immigrant families is the subject of research conducted between 2009 and 2010. The study compares teachers in the public schools of Avignon, France, with state school teachers of Reggio Emilia, Italy. The analysis conducted mainly considered relations between two variables. However, the research tools used (participant observation, Likert type-scale questionnaire and semi-structured interviews) also allowed for the triangulation of data. The intent of this article is to elaborate on the methodological contribution to the research using multivariate analysis. This analysis provides both three-dimensional representations of the teachers’ attitudes as well as individualized representations of relevant relations between variables. The statistic test of the null hypotheses, the "chi-square test" is used. The analysis points out attitude and behaviour differences between Reggio Emilia teachers and Avignon teachers. Differences are mostly observed in the synchronic dimension data analysis. Nevertheless, if the point of observation is changed and data are studied in the diachronic dimension, that general view demonstrates how a current historical period influences educational choices within a particular educational system and consequently influences teachers’ attitudes.
Keywords: Bivariate and multivariate analysis, intercultural teachers’ attitudes, diachronic dimension, France, Italy.