Teaching practice in the face of curricular change in mexican preschool education

Abstract

The implementation of the new preschool curriculum and study programs in Mexico, which began in 2022, constitutes a process of curricular transformation aimed at responding to the demands of a constantly changing society and strengthening the holistic education of children from early childhood. This article analyzes the implications of this implementation, with a particular emphasis on teaching practice, considering the pedagogical, organizational, and professional development challenges that educators face in their classrooms. Based on a documentary review of official sources, academic research, and recent studies, substantial changes were identified in planning, assessment, and the teaching strategies being implemented, as well as certain tensions arising from adaptation to the new curricular demands. The findings gathered at the preschool Francisco Gabilondo Soler and from colleagues in Zone 105 of Sector 19, as well as the opinions of multiple teachers belonging to Sector 8, suggest that updating the curriculum represents an opportunity to innovate in pedagogical practice and enrich students’ learning experiences. However, it also highlights the need for systematic institutional support, adequate ongoing professional development, and the use of diverse resources to ensure its effectiveness. Thus, the implementation of the new preschool curriculum and study programs constitutes a complex challenge that requires a comprehensive and sustained approach in order to achieve an educational transformation that positively impacts child development.