A multi-method investigation of literacy and language practices in Mexican early childhood programs

• Published in: Cogent education Vol. 5; no. 1; pp. 1455632 - 1455649
• Main Authors: Justice, Laura M., Yeomans-Maldonado, Gloria, Gonzalez, Jorge, Bengochea, Alain, McCormick, Anita
• Format: Journal Article
• Language: English
• Published: Abingdon Cogent 01-01-2018; Cogent OA; Taylor & Francis Ltd; Taylor & Francis Group
• Subjects: Classroom Environment; Direct Instruction; early educators; Educational research; Electronic Publishing; Emergent Literacy; Foreign Countries; Language Acquisition; language practices; Libraries; Literacy; mexico; preschool; Preschool Children; Preschool Education; Preschool Teachers; Reading; Spanish Speaking; Teaching Methods; Visual Stimuli; Writing (Composition); Mexico
• ISSN: 2331-186X; 2331-186X
• DOI: 10.1080/2331186X.2018.1455632

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 selected to represent the range of available programming. Research methods included focus groups, teacher questionnaires, and classroom observations. Results suggested that classrooms mostly had narrative books with few other genres, and that displaying the alphabet and children's names were common practices. Teachers indicated a strong reliance on bottom-up instructional approaches and direct skill instruction. These findings contribute to our understanding of preschool literacy and language practices of Spanish-speaking children living in Mexico.