The problem and the goal. The article addresses the problem of difficult communication of senior preschoolers in situations of multicultural interaction; psychological and pedagogical conditions of constructive overcoming of intercultural communicative difficulties are considered. The goal is to analyze modern conceptual approaches to the problem of overcoming the difficulties of intercultural interaction in children of senior preschool age, to create the author’s art-therapeutic program aimed at providing targeted assistance to preschool children in understanding and overcoming their own difficulties of intercultural interaction. Methodology. The study was conducted on the basis of sociocultural and environmental approaches, allowing to identify personal determinants and the specifics of the difficulties of intercultural interaction of children of senior preschool age; approbation of the author’s program is possible with the implementation of contextual and subjective approaches that involve the disclosure of communicative potentials and stimulate the subjective transformative activity of children in real situations of multicultural interaction in the educational environment of a preschool organization. With the help of a complex of diagnostic methods and experimental communication samples, typical strategies of cooperation between preschool children, their interaction in the multicultural environment, the level of ethnic and cultural development and intercultural tolerance of children are identified and described. The results of experimental work on the creation of psychological and pedagogical conditions for overcoming the difficulties of intercultural interaction in children of preschool age are presented, the effectiveness of using art methods in the process of developing intercultural competence (bibliotherapy, music therapy, iso-therapy, and theatrical problem communicative situations) is substantiated. It is concluded that at preschool age, the arising difficulties of intercultural interaction play an ambivalent role: in the case of their awareness and constructive overcoming, positive changes occur in the process of developing the intercultural competence of the subject of communication; and, on the contrary, the inability of the child to show intercultural tolerance, the unreadiness to cooperate in a multicultural environment, the inability to recognize and timely overcome the difficulties of intercultural interaction inhibits the ontogeny of communication. In conclusion, the authors conclude on the need to consolidate the efforts of specialists in the field of psychology and pedagogy in order to provide individualized, targeted assistance to preschool children in overcoming their difficulties in situations of intercultural interaction, as well as mobilizing mental and social resources for the development of intercultural competence.