Abstract
The purpose of this research was to highlight the perceptions of kindergarten teachers in Greece regarding the introduction of English language learning in the modern Greek kindergarten curriculum. This specific research was carried out long before the institutional introduction of teaching and learning English in preschool education in Greece. This research was conducted with the use of quantitative methods of analysis, with an emphasis on a descriptive analysis of data, the collection of which was done with closed-ended questionnaires which were given to in-service kindergarten teachers within a Greek context. The sample consists of 50 kindergarten teachers and the statistical, descriptive analysis of data was done using the IBM SPSS Statistics25 software package. This study shows that Greek female kindergarten teachers (participants were solely female) seem to be marginally in favor of introducing the English language as a subject in Greek kindergartens. According to the results of this particular study, factors such as the overcrowded classes in Greek kindergartens, prevailing economic conditions in them, the professional training of kindergarten teachers and their multilingual abilities do not appear to influence their views on the introduction of learning the English language as a subject in preschool education. However, deficiencies in the technical infrastructure of Greek public kindergartens seem to be a more significant component, significantly affecting their perceptions and making kindergarten teachers in Greece hesitant towards such an innovative initiative, thereby delaying broader acceptance of the issue.
