INTERCULTURAL EDUCATION IN PRESCHOOL EDUCATION: A THEORETICAL AND METHODOLOGICAL PERSPECTIVE

Abstract

Intercultural education has become a vital dimension of early childhood pedagogy, as children encounter cultural, linguistic, and social diversity from their very first years in institutional settings. This paper investigates the theoretical foundations, pedagogical principles, and practical strategies required to foster intercultural learning in preschools. Grounded in a targeted review of Romanian and international policy frameworks, scholarly literature, and professional guidelines on equity and culturally responsive teaching, the study argues against reducing interculturality to sporadic cultural celebrations. Instead, it advocates for a systemic approach embedded in classroom relationships, the curriculum, play, language policies, family partnerships, and assessment. Key focus is placed on the educator’s role in reflecting on implicit biases, fostering inclusive environments, valuing home languages, and utilizing cooperative learning to build empathy and perspective-taking. The proposed framework outlines how observation, dialogic storytelling, role-play, and collaborative projects can enhance children’s sense of belonging, social competence, and openness toward diversity.