<p>Understanding how educational interactions shape socioemotional development in culturally diverse contexts remains a critical gap in early childhood research, particularly where Western-derived models may not capture culturally mediated processes. This study employed Vygotsky’s sociocultural theory and Bronfenbrenner’s bioecological framework to examine how emotional, organizational, and pedagogical support dimensions predict socioemotional competence in Peruvian preschool contexts. A quantitative design using hierarchical regression with 84 five-year-old children from Chiclayo was used to assess educational interactions through a validated 41-item observational checklist (Aiken’s V = 1.00; Cronbach’s α = 0.944). The model explained substantial variance in socioemotional competence, with organizational support emerging as the strongest predictor despite the theoretical primacy of emotional support. The results revealed heterogeneity: organizational support achieved satisfactory development in three-quarters of the classrooms, whereas pedagogical support resulted in severe deficits. Cultural moderation analyses confirmed that language expression and family cultural connection significantly moderated pedagogical support effectiveness, validating Vygotskian principles while revealing context-specific constraints. These findings offer preliminary theoretical insights by suggesting that culture may operate as an active moderating mechanism requiring explicit pedagogical consideration rather than passive acknowledgment. The validated observational model integrating emotional recognition, self-regulation, empathic identification, and cooperative interactions provides an initial culturally responsive framework for Latin American preschool populations, although further validation studies are needed to confirm its applicability for evidence-based policy development.</p>