Methodological Implications in the Analysis of the Right to Early Childhood Education for Children of Incarcerated Mothers in Detention Centers

Abstract

This article examines early childhood education for children living with their mothers in contexts of incarceration, focusing on the implementation of public policies promoted by the State to ensure effective access to this right. The objective is to analyze the conditions under which the right to education is exercised by children residing with their mothers in Pichincha No. 3 Correctional Facility, in order to identify potential violations of this right within the framework of the 2020–2025 Palabras clave National Policy on Social Rehabilitation (PPRS). The study employs a qualitative methodology that includes document analysis, primary data collection through interviews with specialized officials, and participant observation as a non-invasive data gathering strategy, supported by ethical considerations that ensure the validity of the research. Findings reveal that although some basic needs are addressed by available services, significant limitations remain in recognizing the children of Pichincha No. 3 as full rights-holders and in providing the necessary protective measures to ensure their holistic development. The article highlights gap in current public policy and proposes a more inclusive approach to guarantee the right to education for these children, promoting their well-being and development within a safe environment.