Interculturality & Socioemotional Development in Early Childhood
A conversation with Dr. Dina Castro (Boston University & OMEP Perú), interviewed by Dr. Liliana Muñoz (OMEP Perú)
In a recent talk with OMEP Perú
Dr. Liliana Muñoz shared that early years are very important for helping children build their identity and form strong emotional connections. She then invited Dr. Dina Castro to explain interculturality in education, an approach that respects and values each child’s culture and language, and encourages learning from one another.
Defining Interculturalityin Education
Dr. Dina Castro described interculturality as an educational approach that:
- Respects and values the cultural and linguistic backgrounds of all children
- Creates intentional learning environments that promote cultural exchange
- Encourages children to learn with and from one another across differences
Beyond Superficial Practices
Dr. Castro cautioned against limiting intercultural education to superficial expressions such as food, music, or dance.
She emphasized that it must:
- Engage with children’s lived experiences
- Actively challenge racism, prejudice, and stereotypes
- Promote critical reflection and meaningful cultural dialogue
Supporting Socioemotional Development
Dr. Castro explained that intercultural practices in education directly impact children’s:
- Self-esteem and self-concept
- Cultural identity and confidence
- Ability to form healthy, respectful relationships
The Cost of Discrimination
Dr. Castro referenced powerful research showing that some Afro-Peruvian children as young as four depict themselves with lighter skin and blue eyes, a reflection of internalized discrimination. This underscores the urgent need for early educational practices that affirm and protect diverse identities.
Strategies for Educators and Families
Dr. Castro recommended actionable strategies to implement interculturality:
- Reflect students’ cultural and linguistic backgrounds in classroom materials
- Choose literature and media that represent diverse identities
- Involve families and elders in learning activities
- Avoid relying solely on externally imposed pedagogical models
Voices from Indigenous Educators
Dr. Castro shared reflections from a Shipibo educator:
- “Why are we taught interculturality, when it is mestizos who need to learn it?”
- “For me, interculturality means affirming my own identity before engaging with others.”
These insights call for a deeper rethinking of what interculturality truly demands.
Dr. Castro concluded that interculturality must be a core part of early education, not an add-on. When children see their culture and identity reflected in the classroom, it fosters inclusion, a sense of belonging, and equitable learning. Ultimately, valuing diversity from the start helps raise empathetic, engaged citizens.
Check out the full interview at this link (note: video is in Spanish): https://youtu.be/3rfpNA1c_qo