<p>As linguistic and cultural diversity increases in Ghanaian early childhood classrooms, equitable teaching and assessment practices have become critical. This mixed-methods study examined how culturally responsive teacher-child interactions and differentiated assessment influence children’s participation, engagement, and learning outcomes in multilingual settings. Using a convergent parallel design, quantitative data from 650 teachers across 60 classrooms were integrated with qualitative data from interviews, classroom observations, and document analysis. Quantitative findings showed that culturally responsive interactions were the strongest predictor of children’s participation and engagement (β = 0.42, R² = 0.56), while differentiated assessment significantly predicted literacy, numeracy, and socio-emotional outcomes (β = 0.33–0.39, R² = 0.48–0.50). Teacher experience, training background, and language proficiency significantly influenced culturally responsive practices, with more experienced, child-centered trained, and bilingual or multilingual teachers demonstrating stronger implementation. School type and location moderated differentiated assessment practices, with private and urban schools outperforming public and rural schools, revealing systemic inequities. Qualitative findings highlighted adaptive strategies such as code-switching, mother-tongue instruction, visual aids, peer learning, and community engagement, alongside challenges including large class sizes, limited resources, and rigid curricular demands. Overall, the study underscores the central role of culturally responsive pedagogy in promoting equity and inclusion and calls for targeted teacher development, localized resources, and systemic support to align policy with classroom practice in multilingual early childhood education.</p>