Journal for Educators, Teachers and Trainers

Abstract

In recent years, the Early Childhood Education and Care (ECEC) has increased in rural areas of Ecuador as a result of the new educational policy that seeks to change the relationships between families and schools. The aim of this research is to analyze the conceptions that mothers and teachers have about parental participation in an Ecuadorian rural early childhood center. This is an ethnographic study. The ethnographic study was carried out for 10 months in the children's center, combining participant observation and interviews with different agents. Data on how teachers and mothers have specific and differentiated expectations about participation in a school are presented. The discourse is distorted by the different groups and processes, producing contradictions between the objectives established by law and the educational practices that are developed in the early childhood center