Preliminary observations from the video analysis suggest that teachers in Ecuador face many of the same challenges in achieving high quality experiences with their students, as do teachers in other countries

Summary
Preliminary observations from the video analysis suggest that teachers in Ecuador face many of the same challenges in achieving high quality experiences with their students, as do teachers in other countries. That said, a number of things stand out that specifically characterize the kindergarten experience in Ecuador. First and foremost, children are asked very, very few questions throughout the course of their day, and they are almost never asked questions that require more than a one-word rote answer, or further their thinking or understanding. In general, children never ask questions to their teachers. In practical terms, this means that Ecuadorian children have very little opportunities to practice expressing complete and coherent thoughts, or to engage in learning that is centered on constructing knowledge rather than simply memorizing and repeating facts.

In addition, Ecuadorian children have very little opportunity for choice or creativity within the classroom; they are told what colors to use to draw a picture, what shapes to paint, what figures to cut, and what size paper balls should have to tear and roll. They do not have free time within the classroom to pursue activities that interest them, but rather spend all their time following specific orders and engaging in activities that are orchestrated for them step-by-step. While following instructions may be important in some moments, in general the literature suggests that rote activities do little to develop the important critical thinking, problem-solving, and decision-making skills that children need to be successful in school and in life.