An Early Childhood Education Program in Rural Guatemala Prepares Students for 1st Grade

ABSTRACT

In order to determine if a model classroom program (MCP) in the rural highlands of Guatemala better prepared young children socially and emotionally for primary school, we interviewed parents and their children enrolled in an MCP classroom (n = 42) and a business as usual (BAU) classroom (n = 42). The interview data were analyzed using a thematic analysis approach in order to reveal common themes and experiences in the participants’ responses. Such themes included, among others, learning, kindness of children, and fighting among students. Themes are defined and described, with examples from each significant theme provided. We discuss the differences between responses from parents and students enrolled in the MCP and BAU classroom – most importantly, the higher rates of learning, kindness, and parental involvement, as well as the lower rates of fighting – in the interviews of participants in the MCP. These findings indicate the importance of developing early childhood education programs in rural Guatemala and similar areas, focused on improving the socioemotional development and preparedness of young students.

KEYWORDS:

• Early childhood education
• Guatemala
• Maya indigenous
• model classroom program
• socioemotional development

Acknowledgment

We would like to thank the NGO that worked with us in carrying out this project. We have no conflicts of interest to disclose.

Disclosure statement

One author, JC, is employed by Amigos de Santa Cruz; however, this author was not involved in data analysis and their role in the research was not connected to their paid employment.

Notes

1. Parents are currently exclusively mothers, as it is still common for women with children not to work outside of the home in the village and so they are the ones available during the day, though fathers could volunteer if they were so inclined.