Abstract
ABSTRACT This transnational comparative study between Costa Rica and the United States provides an in-depth understanding of the similarities and differences of the early literacy practices of educators in the Pre-Kindergarten to Kindergarten classroom settings. Drawing upon Costa Rica’s curricular approach to Early Childhood Education, based upon the Ministerio de Educación Pública, this study positions the learner as the center of the schooling process and considers the teacher as a facilitator, mediator who knows the learners and their families. The main conceptual framework which has guided this research project is the National Reading Panel six pillars of literacy instruction. Specific findings include similarities in early literacy practices for both Costa Rica and the United States include role-playing, hands-on activities, and visual aids. General findings revealed that Costa Rica’s approach to early literacy practices was more holistic and integrated, in comparison to the United States with a more focused and analytical approach.
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