Analysis of Pedagogical Models in Ecuadorian Early Childhood Education

This project addresses the need to evaluate the pedagogical models implemented in Early Childhood Education, a level that has gained national importance despite efforts to ensure free and universal access. Historically, the coexistence of various curricula resulted in a lack of a unified pedagogical model. Although a national curriculum promoting integral development and centering the child came into effect in 2013, practice shows inconsistencies: some centers apply constructivism, others merge models, and public institutions struggle to consolidate the state model. Furthermore, a daily care model persists instead of one focused on integral development through play and experimentation. The division of governance between the Ministry of Economic and Social Inclusion (Sublevel I) and the Ministry of Education (Sublevel II) has led to early schooling and the displacement of play. This study aims to identify the actual pedagogical models used across various modalities (CNH, CIBV, CEMEI, CDI) using a mixed methodology that includes documentary analysis (Institutional Educational Project, 2014 curriculum, planning) and classroom observation and interviews with authorities and teachers to contrast theory with practice.<br/><br/><b>Goal</b>: <br/>To assess the different pedagogical models adopted and developed by educational institutions responsible for Early Childhood Education in the country.<br/><br/><b>Research lines</b>: <br/>Curricular policies and culture