Abstract
This study was designed to examine the literacy and language development processes and practices used in Mexican preschools. Participants were 18 early childhood teachers from three schools selecte...
Highlights
In many countries, improving and ensuring young children’s access to preschool participation is a central goal of the national educational agenda
Our intent in the present paper is to provide one of the first examinations, of which we are aware, of the processes and practices utilized in Mexican preschool programs specific to children’s literacy and language development
This aim was addressed by descriptively examining the observational data from the 13 classrooms as available from the items of the Classroom Literacy Observation Profile (CLOP), a systematic tool for examining the quantity of structural literacy supports in early childhood classrooms
Summary
In many countries, improving and ensuring young children’s access to preschool participation is a central goal of the national educational agenda. Provision for and expansion of preschool education in Mexico and elsewhere are grounded in two social-policy endeavors: First, efforts to increase the full labor participation of the parents of young children, especially women, and second, efforts to increase the educational achievement of children through early participation in formal schooling. Regarding the former, current estimates indicate that nearly one-half of women in Mexico are currently participating in the labor market, an increase from about one-third of women in 1990 (The World Bank, 2017), which. This research aligns with other work in which we are engaged, involving scaling up of literacy programming in eastern Mexico and engaging with parents to improve literacy practices in the home
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