Teaching approaches in early childhood literacy.

Abstract

This research was conducted in Primary School Zone 125, located in Ciudad Delicias, Chihuahua, Mexico. Its objective is to identify the predominant teaching approaches in the early childhood literacy process, implemented by teachers within the context of the 2022 Curriculum Framework. This is a quantitative study, using a non-experimental method and a descriptive scope. The results reflect variability in the implementation of the different teaching approaches, with 27.82% of literacy practices adhering to the constructivist approach, followed by the comprehensive approach, then the direct approach, and the least privileged practices are those adhering to the sociocultural approach at 21.96%, which requires strengthening to align with the current curricular framework.