RETHINKING EARLY CHILDHOOD EDUCATION PRACTICES IN THE CONTEXT OF 21ST-CENTURY CHILDREN

Abstract

Early childhood education is undergoing a period of transformation. While the theory of early childhood learning is not new, early childhood education appears to be at a turning point. On the one hand, trends in pre-first-grade literacy have expanded rapidly. On the other hand, the effects of the public health crisis and its far-reaching consequences have refocused attention on play, mental and emotional health, and the socio-emotional development of students; hence, the objective of this article in its dissemination format emerges; Thus, we propose reflecting on the reconfiguration of early childhood education practices in light of 21st-century childhood; early childhood education in the country is regulated through an official curriculum, which establishes the goals and progression of learning, as well as the areas to be addressed. The curriculum has a comprehensive educational approach, promoting inclusion and the development of all children’s abilities. Pedagogical proposals that contribute to the achievement of these goals and to the development of the skills and competencies of children in early childhood education are formulated and grounded by their educators based on observation, evaluation, and reflection on the learning process of all children.