Resumen

MORI-CAIRUNA, Iris Katheryne; MIMBELA-MALLQUI, Ruth Isabel; LUQUE-HUARZA, Edith  y  RONDON MOREL, Raul Octavio. Teaching Strategies to Strengthen Cultural Identity in Bilingual Early Childhood Education. Revista Docentes 2.0 [online]. 2026, vol.19, n.1, pp.314-323.  Epub 29-Mayo-2026. ISSN 2665-0266.  https://doi.org/10.37843/rted.v19i1.689.

The communities of Peru's regions rely on their culture, as their inhabitants recognize their identity and mother tongue from an early age and develop awareness of their membership in a specific ethnic and social group. The objective of this research was to analyze the teaching strategies that bilingual early childhood education institutions in Peru implement to strengthen cultural identity. The study followed the humanist paradigm, the interpretive method, a qualitative approach, an interpretive thematic narrative design, and a documentary-bibliographic, cross-sectional scope. The researchers collected information through the systematic search and review of primary research in recognized academic databases, with priority given to publications up to five years old. The study consulted sources indexed in SciELO, REDIB, Latindex, Dialnet, OpenAIRE, ROAD, and Scopus, as well as university institutional repositories. To locate the studies, the search used keywords and the logical operators AND, OR, and NOT. Subsequently, the researchers selected and systematized data from 22 scientific articles relevant to the object of study. The findings showed that several Peruvian communities develop their own teaching strategies to strengthen cultural identity from early childhood education and integrate customs, the mother tongue, and community practices. The study concludes that most of Peru's Indigenous peoples implement contextualized pedagogical proposals that contribute significantly to the preservation and consolidation of cultural identity in early childhood.

Palabras clave : Teaching strategies; cultural identity; early childhood education; bilingual..

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