Interculturality in early childhood education classrooms: Beliefs of early childhood education students

Abstract

The objective of this study was to determine the beliefs held by early childhood education students at a Chilean university regarding the approach to interculturality in early childhood education classrooms. Through qualitative research, the statements of 27 sixth-semester students of early childhood education pedagogy at a university in the Maule Region, Chile, were collected. The results show that there is confusion regarding what is known as interculturality, which is viewed from the perspective of multiculturalism. This highlights the need to delve deeper into intercultural issues within initial teacher training, especially through the curricula offered by training institutions. Furthermore, it is evident that the students attach great importance to addressing the topic and value the incorporation of intercultural practices in early childhood education classrooms. It can be concluded that there is a need to continue studies on this topic within other undergraduate programs associated with initial teacher training, since it allows for the generation of the necessary information to enrich initial teacher training and, in turn, encourage reflection on its scope and pedagogical and social challenges.