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The quality of the infrastructure of early

childhood education centers in the city of

Quito-Ecuador

La calidad de la infraestructura de los centros de

educación inicial de la ciudad de Quito-Ecuador

Luisa Soto-Duque

Universidad Central del Ecuador, Quito, Ecuador

Facultad de Filosofía, Letras y Ciencias de la Educación, Carrera de Educación Inicial

ldsoto@uce.edu.ec

https://orcid.org/0009-0002-5120-4591

Edwin Panchi-Culqui

Universidad Central de Ecuador, Quito, Ecuador

Facultad de Filosofía, Letras y Ciencias de la Educación, Carrera de Educación Inicial

epanchi@uce.edu.ec

https://orcid.org/0000-0002-8935-1960

Andrés Subía-Arellano

Universidad Indoamérica, Quito, Ecuador

Facultad de Ciencias Sociales y Humanas, Carrera de Psicología

andressubia@uti.edu.ec

http://orcid.org/0000-0002-0767-8143

(Received on: 17/11/2024; Accepted on: 15/01/2025; Final version received on: 09/06/2025)

Suggested citation: Soto-Duque, L., Panchi-Culqui, E., & Subía-Arellano, A. (2025). The

quality of the infrastructure of early childhood education centers in Quito-Ecuador. Revista

Cátedra, 8(2), 92-110.

Abstract

The quality of infrastructure in early childhood education centers in the Metropolitan

District of Quito, Ecuador (DMQ) has a significant impact on children's well-being and

development. An adequate and safe physical environment is essential for learning and

growth. Preschool-aged children are particularly sensitive to their environment. Therefore,

the quality of infrastructure directly influences their ability to concentrate, participate in

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educational activities, and socialize effectively. The objective of this study was to analyze

the quality of the infrastructure of early childhood education centers that serve children

aged 3 to 5 years. To carry out this analysis, a mixed methodology was used, based on a

sociocritical paradigm, with a descriptive-explanatory scope and a non-experimental

design. The research instruments used were an interview and a survey. The study sample

consisted of four key informants for the interview and 94 volunteer participants for the

survey. These participants were representatives of various early childhood education

institutions. The conclusion was that the infrastructure of early childhood education centers

in the DMQ does not meet the conditions required by existing regulations and, therefore, it

is imperative to invest in its improvement to achieve quality education at this important

stage of child development.

Keywords

Early childhood education, quality standards, infrastructure

Resumen

La calidad de la infraestructura en los centros de educación inicial del Distrito

Metropolitano de Quito-Ecuador (DMQ) tiene un impacto significativo en el bienestar y el

desarrollo de los niños. Un entorno físico adecuado y seguro es esencial para el aprendizaje

y el crecimiento. Los niños en edad preescolar son especialmente sensibles a su entorno.

Por ello, la calidad de la infraestructura influye directamente en su capacidad para

concentrarse, participar en actividades educativas y socializar de manera efectiva. El

objetivo de este estudio fue analizar la calidad de la infraestructura de los centros de

educación inicial, que brindan servicio a niños de 3 a 5 años. Para llevar a cabo este análisis

se empleó una metodología mixta que partió de un paradigma sociocrítico, con un alcance

descriptivo – explicativo y un diseño no experimental. Los instrumentos de investigación

utilizados fueron una entrevista y una encuesta. La muestra del estudio estuvo conformada

por 4 informantes clave para la entrevista y 94 participantes voluntarios para la encuesta.

Estos participantes eran representantes de diversas instituciones de Educación Inicial. Se

determinó como conclusión que la infraestructura de los centros de educación inicial del

DMQ no cumple con las condiciones requeridas por las normativas existentes y, por lo tanto,

es imperativo invertir en su mejora para lograr una educación de calidad en esta importante

etapa de desarrollo de los infantes.

Palabras clave

Educación inicial, estándares de calidad, infraestructura.

1. Introduction

In Ecuador, improving educational infrastructure has been a key issue in government

policy over the years, reflecting the importance attached to the learning environment. In

this context, recent governments have designed various projects aimed at strengthening

this important element of the teaching-learning process.

During Rafael Correa's term in office (2007-2017), the New Educational Infrastructure

program was implemented with the aim of providing public educational institutions with

adequate furniture and equipment. According to the Ministry of Education (2023), this

program sought to “increase access to education and improve the quality of existing

infrastructure” (para. 3). In addition, priority was given to the construction and

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maintenance of classrooms throughout the country, establishing partnerships with

decentralized autonomous governments to carry out educational infrastructure works.

During the administration of Lenín Moreno (2017-2021), the New Educational

Infrastructure Program was continued; however, in response to financial and

administrative challenges, efforts were made to optimize resources through rehabilitation

rather than complete replacement of infrastructure (Ministry of Education of Ecuador,

2021).

Finally, under the administration of Guillermo Lasso (2021-2023), emphasis was placed

on quality and equity in education. This administration reaffirmed its commitment to these

areas, continuing to invest in infrastructure to improve school conditions. In addition, it

maintained the New Infrastructure Program for the universalization of quality and

equitable education, with the aim of providing educational institutions with adequate

infrastructure. In retrospect, recent governments have made significant efforts to improve

educational infrastructure in Ecuador through various initiatives and programs. These

efforts have materialized in the proposals implemented by the different administrations,

although the practical effectiveness of these improvements has been limited (Ministry of

Education of Ecuador, 2023).

The present research aims to analyze the quality of the infrastructure of early childhood

education centers that serve children aged 3 to 5 years. According to the Ecuadorian

Ministry of Education (2016), the physical infrastructure of each educational institution

must be established based on the needs and requirements stipulated for each educational

level, specifically determined by minimum occupancy, space equipment, and the ages and

sizes of the students, in order to provide spaces that are adequate for the general and

specific needs of each group.

The Ministry of Education (2023), in Article 13 of the General Regulations to the Organic

Law on Intercultural Education, establishes the standards and indicators of educational

quality. These must be observed both by the National Education Authority in its processes

and by the National Institute for Educational Evaluation in its evaluations. They include

learning achievements, professional performance, school management, well-being and

coexistence, as well as the necessary infrastructure and equipment (Ministry of Education,

2023).

This research focuses on the question: What is the state of the quality of infrastructure in

early childhood education centers serving children aged 3 to 5 in the DMQ? This quality

encompasses physical and material aspects such as safety, hygiene, accessibility, and

furniture, as well as specific criteria within the classroom. These elements are crucial in

early childhood education centers, significantly influencing children's cognitive, emotional,

and social development. According to Sando (2019), “the indoor physical environment

influences children's well-being and physical activity.” (p. 514). “The physical learning

environment should be considered a causal factor distinct from cognitive load, interacting

with both the characteristics of the learner and those of the type of learning task” (Choi,

van Merriënboer, and Paas, 2014, p. 226).

Inadequate infrastructure negatively affects performance, highlighting the need to reflect

on this issue in order to motivate action by governments, institutional authorities, and

teachers. Espinoza and Flores (2020) suggest that “Deficiencies in educational

infrastructure directly affect students' academic performance, limiting optimal conditions

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for learning and generating a negative impact on school results” (p. 78).

The article's general structure consists of: 2) a review of the literature, with an exhaustive

search for theoretical references to support the study; 3) methods and materials, which

are systematically described in terms of the development of the research; 4) results, which

are established on the basis of quantitative and qualitative analysis; 5) discussion of the

results, relating them to previous studies; and 6) conclusions that summarize the content

of the study.

2. Literature review

The review of the scientific literature reveals various studies in Latin America and Ecuador.

Theoretically, this refers to the analysis of school infrastructure, highlighting its importance

in the learning process of children in their early years.

2.1 Educational infrastructure in Latin America

Various studies have revealed that educational infrastructure in Latin America, especially

at the early childhood level, presents significant gaps that impact educational quality.

Brown-Ríos (2022) points out the need to overcome these disparities, prompting research

such as that conducted by UNESCO (2017) to assess quality in this context. Despite recent

improvements, many institutions still lack basic services such as electricity and drinking

water, primarily affecting the most vulnerable sectors.

Quesada (2019) highlights that the organization of educational spaces continues to restrict

collaborative learning, and the lack of maintenance affects the functionality of facilities.

Furthermore, Pacheco-Martínez (2021) indicates that deficiencies in educational

infrastructure directly affect academic performance, emphasizing the need to comply with

basic regulations in preschool education institutions.

2.2 Educational infrastructure in Ecuador in recent governments

In Ecuador, Bermúdez (2019) highlights that, although classrooms meet safety

requirements, improved community interaction is necessary for comprehensive

development. Cuenca-Reyes, et al. (2020) observe that, although many institutions comply

with technical standards, others do not meet the requirements due to their outdated design.

Locally, Quiña (2018) found that infrastructure in Quito is deficient, with old buildings that

affect children's safety and development. These institutions face problems such as a lack of

recreational areas and poor resource management to meet established quality standards.

School infrastructure in the region still faces significant challenges. Responsible agencies

and educational specialists must continue working on solutions that address the specific

needs of current educational contexts.

Projects such as the New Educational Infrastructure (Ministry of Education, 2021b) have

been implemented in Quito. These projects are intended to improve facilities and foster a

suitable learning environment. However, evaluation of these advances remains limited.

Over the past few decades, the budget allocated to the education sector in Ecuador has

experienced a sustained increase, but each administration has allocated resources

differently, as indicated in their respective Reports to the Nation of the National Secretariat

of Planning and Development. (Correa, 2017; Moreno, 2018; Lasso, 2023).

Under Rafael Correa's administration (2007-2017), significant investment was made in

educational infrastructure, focusing on the construction and rehabilitation of educational

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institutions, improving learning conditions and access to public education. Subsequently,

during Lenín Moreno's administration (2017-2021), although some of the previous projects

were continued, the strategy focused on public spending efficiency. Furthermore, attention

was paid to reviewing existing infrastructure, in addition to promoting teacher training and

raising educational standards. Next, Guillermo Lasso (2021-2023) promoted the

modernization of educational infrastructure. He integrated technology into classrooms and

improved facilities throughout the country. His focus has been on promoting education as

an engine of economic growth and social mobility. Finally, Daniel Noboa, who begins his

term in 2023 in his current government, has placed education at the center of his

development vision. He has pledged to increase investment in educational infrastructure

and quality education. Although each administration has followed different strategies, the

budget allocated to the education sector has shown a tendency to permanently increase.

2.3 Early Childhood Education Infrastructure.

Early childhood education infrastructure is essential for the comprehensive development

of children in their early years. It not only marks the beginning of their formal education but

also fosters their cognitive, emotional, and social growth. Childcare centers and preschool

programs provide a safe and stimulating environment for early learning. Despite their

importance, there are limitations in their accessibility and equity that highlight the need for

policies that guarantee quality preschool education.

Friedrich Froebel (1826/2003) introduced the concept of "kindergartens" as a physical

educational space connected to nature, using this metaphor to illustrate the role of the

educator as a gardener who cares for the child's development. This approach highlights the

importance of an environment that fosters exploration and learning in children (Rivas,

2015).

2.3.1 Distribution of physical space

From the children's perspective, the ideal classroom should be calm, welcoming, and

motivating, promoting their emotional well-being and learning. Educational institutions

must meet these criteria to foster effective learning. Appropriate design of the physical

environment influences children's learning, safety, and emotional well-being (Castro-Pérez

& Morales-Ramírez, 2015), encouraging exploration, creative play, social interaction, and

the development of motor skills. In addition, key aspects such as safety, accessibility,

lighting, and ventilation must be considered. Preschool centers must meet observable

criteria in the Infrastructure Quality Standards. The Ministry of Education (2012) includes:

 Land Regulations: Planning must ensure a safe and suitable environment, taking

into account location, accessibility, and proximity to services.

 Classroom Dimensions: Classrooms must be spacious, with a minimum of 1.20 x

1.80 square meters per child, to facilitate movement and activities.

 Adequate Lighting: Optimal natural and artificial light is crucial for children's

comfort and concentration.

 Signage: Signage must be clear and understandable to guide children and promote

positive behavior.

 Learning Environments: These should foster independence, cognitive development,

and social interaction, allowing children to progress at their own pace.

 Outdoor Areas: These provide opportunities for active play, contact with nature, and

physical development.

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 Community Activity Spaces: These promote socialization and the development of

motor and social skills through games and sports.

 Safe children's play areas: Recreational spaces must be safe and age-appropriate for

children, promoting comprehensive development in a supervised environment.

2.3.2 Administrative management for obtaining resources

The management of an educational center involves the planning, coordination, and

monitoring of activities aimed at obtaining public and private funding. These resources are

used to cover operating expenses, infrastructure, educational materials, and personnel. This

may include the search for grants, donations, government funding, and fundraising

strategies, as well as the efficient management of available resources. The management staff

is responsible for administrative management in schools, emphasizing the need to improve

their performance through mechanisms that optimize their work. In private preschools,

Esquivel and Huamaní (2016) conclude that there is a significant relationship between

administrative planning and service quality. In the administration of an early childhood

education institution, it is crucial to properly manage the following aspects:

 Furniture: The Ministry of Education (2023) establishes that institutions must have

adequate classroom furniture, designed for each educational level. This includes

ergonomic and safe furniture that facilitates educational and recreational activities,

ensuring the comfort and safety of children.

 Updated inventory: Maintaining an up-to-date inventory is essential for the

functionality and safety of the center. APPSGATE (2023) indicates that efficient

inventory management saves time, reduces costs, and improves the functionality of

the educational environment.

 Periodic maintenance: Periodic maintenance of furniture and equipment is essential

to ensure a safe and functional learning environment.

 Equipment and teaching resources: These elements are essential in early childhood

education institutions. They provide tools for learning and promote children's

comprehensive development (Ministry of Education of Ecuador, 2021).

 Food area: According to Campos et al. (2003), cafeterias in educational centers are

essential for children's health and nutrition. They must comply with space and

safety regulations.

 Administrative area: The Ecuadorian Ministry of Education (2017) emphasizes that

principals must focus on improving leadership and management to ensure quality

learning.

 Teachers' lounge: Enríquez-López and Peña-Benítez (2020) indicate that furniture

must adapt to the ergonomic needs of teachers. The goal will be to improve their

comfort and work efficiency.

This comprehensive approach to resource and space management ensures an environment.

Children develop appropriately alongside the effective teaching staff.

2.3.3 Hygiene and cleaning

Promoting healthy habits and the appropriate use of fun educational resources motivate

children to acquire and strengthen their knowledge. This is demonstrated by building new

skills and reinforcing existing ones (Vizhñay-Cajamarca, 2019). To meet health

requirements in educational institutions, the following elements must be considered:

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 Sanitary facilities: They must have at least one toilet for every 25 students, one

urinal for every 25 students, and one sink, all in optimal condition. Staff bathrooms

must be gender-segregated.

 Basic services: It is essential that educational institutions have basic services such

as water, electricity, sewage, garbage collection, telephone, and internet.

 Cleaning and disinfection: Maintaining an adequate level of cleanliness is crucial for

children's health. McMichael (2019) emphasizes that infrastructure and resources

for hand hygiene are key to promoting hygiene habits and reducing associated

diseases.

 Waste management: Promoting environmental education through pedagogical

strategies such as ESVI (Life Spaces), which include bio-garden and recycling

projects. These activities, such as organic waste management and the reuse of

materials, stimulate naturalistic intelligence in students as they interact with nature

(Tiquillahuanca, 2019).

2.3.4 Safety

The right to safety in early childhood education centers is compromised by the lack of

adequate mechanisms and the institutional incapacity to guarantee it. The absence of

prevention programs in security and civil protection reveals a gap between education and

prevention, leaving teachers and students without the necessary tools to face emergencies.

It is crucial to demand that authorities implement a comprehensive security model that

covers all educational levels and the specific needs of each community. Furthermore, it is

necessary to improve teachers' preparation for emergencies, encouraging their training and

participation in the creation of a sustainable safety culture (Reyes-Torres, 2023).

Key safety principles include:

 Accessibility. Educational institutions must comply with regulations that ensure the

use of the environment for all people, regardless of their physical or sensory

condition (Rojas and Santos, 2005).

 Doors with anti-panic locks. These locks are designed to facilitate quick and easy

exit in the event of an emergency. The mechanism is activated by a bar that is pushed

to open the door (Porlan-Soto, 2022).

 Effective security systems. Efficient management is essential in the construction of

educational facilities. The various risks involved are considered to develop effective

contingency plans (Pineda and Sotelo, 2013).

 Risk management plan. The Ecuadorian Ministry of Education has prioritized school

safety through Public Policy 2018-2030. It seeks to reduce the risks of natural

disasters and protect the continuity of education. The 2023-2024 risk management

plan includes strategies to protect the life and safety of the educational community.

It is important to ensure educational continuity in emergencies and develop a

community resilient to disasters (Ministry of Education, 2023).

3. Methods and materials

This research adopts a sociocritical paradigm for evaluating the quality of infrastructure

in early childhood education centers (public, private, and fiscomisional) in the DMQ, with

the aim of identifying structural inequalities that affect the education of children aged 3 to

5. A mixed methodological approach is used, combining quantitative and qualitative

methods. The study is descriptive and explanatory in scope, seeking to identify and

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characterize the physical and functional conditions of the infrastructure. The research

design is non-experimental in its quantitative phase. For the qualitative phase, grounded

theory is used. Finally, the study is field-based.

Structured surveys were used as techniques to collect quantitative data on the perception

of these variables by teachers and administrators. They were also used to measure specific

aspects such as safety, accessibility, and the condition of the facilities.

This analysis allows for the identification of patterns and trends, providing a solid

empirical basis for understanding the inequalities and deficiencies that exist in educational

centers. At the same time, in-depth interviews are conducted to collect qualitative data that

delve into the experiences and perspectives of the participants. This qualitative component

is essential in the socio-critical paradigm and allows us to capture the voices and

experiences of those directly affected by poor infrastructure. Through these

methodologies, it is possible to identify the physical problems of the centers, as well as

their impact on children's learning and well-being. Exposing the dynamics of exclusion that

perpetuate these conditions. The combination of these methods ensures a more holistic

and nuanced understanding of the situation.

The population consists of teachers and administrators from various public, private, and

public-mission early childhood education institutions in the city of Quito. The sample for

the interview will consist of four participants who will serve as key informants for the

study. For the survey, the sample consists of a total of 94 early childhood education

teachers from various institutions in the city of Quito. Participants will be chosen

intentionally, using a non-probabilistic sampling technique, and their characteristics are

shown in Table 1.

Frequency

Percentage

Respondent's position

Authority

6.4

Teaching

Assistant

88.3

1-5

5.3

Years of experience

6 to 10

33.0

11 to 15

25.5

Over 16 years

old

20.2

Technologist

21.3

Academic qualifications

Bachelor's

Degree

5.3

Master's

Degree

62.8

Tax

31.9

Type of institution where

they work or have

worked

Tax

Commission

48.9

Municipal

2.1

Private

16.0

Early

Childhood

33.0

100

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Education (0

to 3 years)

Level at which they work

or have worked

Early

Childhood

Education (3

to 5 years)

26.6

Authority

73.4

Have worked in

institutions in the Quito

District

64.9

35.1

Total

100.0

Table 1. Sociodemographic characteristics of the participants

Within the qualitative approach, the interview technique is used, and the semi-structured

interview is used as the data collection instrument. The interview was validated by three

professionals with expertise in Early Childhood Education.

For the quantitative approach, a survey is used. The instrument is a questionnaire

containing questions corresponding to the variable: infrastructure quality. Cronbach's

alpha statistic was applied to the questionnaire, yielding an internal consistency coefficient

of 0.91, as shown in Table 2.

Cronbach's

alpha

No of elements

Quality of infrastructure

0.917

Table 2. Reliability statistics

Qualitative data analysis is carried out using semantic networks that show the connections

between concepts and their semantic relationships. Coding operations are used to analyze

and categorize initial data and identify patterns, themes, and emerging concepts. For

quantitative data analysis, SPSS statistical software is used, generating a contingency table

for the respective frequency analysis.

4. Results

Table 3 presents the main results, thanks to the discourse analysis from which the

following categories of analysis emerged: 1. Distribution of space, 2. Safety and inclusion,

and 3. Influence on educational excellence. Within the category “Distribution of space” in

the subcategory: current condition of the space, concern was found regarding the adequacy

and quality of educational infrastructure. This was mainly in early childhood education

classrooms. The lack of certain essential spaces, such as corner rooms and specific green

areas for education at this level, was noted. In the subcategory: ideal condition of the space,

the importance of having well-distributed and adequate spaces to promote learning and

the comprehensive development of children was highlighted. The importance of well-

designed and accessible play areas was emphasized. In addition, the need for multipurpose

spaces that can be adapted for both daily learning and special events involving families is

highlighted.

Within the category “Safety and inclusion” in the subcategory: safety measures in place,

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there is concern about the comprehensive safety of children in the educational institution.

It expresses the need for adequate infrastructure to minimize accidents, emergency

preparedness, and the importance of ensuring safe environments in both physical and

psychological terms. In the subcategory: necessary adaptations for inclusion, the need to

adapt educational facilities to ensure the effective inclusion of children with disabilities is

emphasized. In addition, the importance of adjusting infrastructure to meet specific

standards for children and not just for adults is highlighted.

Within the category “Influence on educational excellence” in the subcategory: relationship

with teaching quality, the criteria are similar. The common criterion among participants is

that the lack of adequate infrastructure negatively affects the quality of education at the

early childhood level. Poor infrastructure can lead to children feeling uncomfortable,

unmotivated, and insecure, which directly impacts their learning and academic

performance.

Category

Subcategory

Common Meaning

Space

Distribution

Current

condition of

the space

There is widespread concern about the quality and

adequacy of infrastructure in early childhood

education classrooms. The lack of specific spaces

such as playrooms and green areas is highlighted,

especially in new or marginalized institutions.

Ideal

condition of

the space

Participants agree that a well-planned and

adequate distribution of spaces is crucial to

promoting learning and comprehensive

development. They emphasize the importance of

thematic and recreational areas that facilitate

teaching and family interaction.

Safety and

Inclusion

Present safety

measures

The comprehensive safety of children is a shared

concern, with an emphasis on constant

supervision. The need for physical measures such

as security cameras and the importance of having

adequately equipped areas to prevent accidents is

highlighted.

Necessary

adaptations

for inclusion

Participants agree on the need for physical

adaptations to ensure the effective inclusion of

children with disabilities. This includes adequate

ramps, handrails, and inclusive play spaces that

meet specific standards for children.

Influence on

Educational

Excellence

Relationship

with the

quality of

teaching

There is consensus that the lack of adequate

infrastructure negatively impacts the quality of

education at the early childhood level. This affects

learning, emotional and social development, and

generates demotivation in both children and

teachers.

Table 3. Qualitative Analysis

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Regarding the descriptive quantitative analysis, the following measures of central tendency

are obtained, outlined in Table 4. The sample size (N = 94) is equal in both periods. The

means (39.56 and 39.28) are very similar, indicating that the average quality of the

infrastructure has not changed significantly between the two periods. The average value is

close to 39 in both cases. The median (41.00 and 40.00), which represents the midpoint of

the data, is slightly higher in the first period (2008-2016) at 41, while in the second period

it is 40. This shows that the distribution of the data is similar, but with a slight shift toward

lower values in the second period. The mode (43 and 44) also varies slightly, with 43 in the

first period and 44 in the second. This suggests that the most recurrent values are similar

in both periods.

Regarding the standard deviation (8.781 and 8.837), the dispersion of the data is practically

equal in both periods, indicating that the variability in infrastructure quality is consistent.

The skewness is negative in both periods (-0.296 and -0.256), which means that the

distributions are slightly skewed to the left.

Total infrastructure

quality 2008-2016

Total

infrastructure

quality 2017-

2021

Mean

39.56

39.28

Median

41.00

40.00

Mode

Standard Deviation

8.781

8.837

Skewness

-.296

-.256

Minimum

Maximum

Table 4. Comparative analysis between the measures of central tendency of the two periods

The minimum (14 in both cases) and maximum (55 in both cases) values for infrastructure

quality are identical in both periods. This indicates that the observed quality ranges have

not changed. For infrastructure quality from 2008 to 2016, the Kolmogorov-Smirnov test

yields a value less than 0.05. This suggests that the null hypothesis is rejected, indicating

that the data for this period do not follow a normal distribution. For infrastructure quality

from 2017 to 2021, the Kolmogorov-Smirnov test yields a significance value greater than

0.05. The null hypothesis is rejected, suggesting that the data follow a normal distribution.

See Table 5.

Kolmogorov-Smirnov

Estadístico

Sig.

Total infrastructure quality

2008_-

.118

.002

Total infrastructure quality

2017-2021

.084

.102

Table 5. Normality Test

In the case of the location of care units (item 1), the percentage of agreement and total

agreement remains stable. Slightly lower in the most recent period, suggesting that the

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centers comply with regulations, but some areas for improvement remain. For functional

and recreational spaces (item 2) and the layout of lockers (item 3), the results remain

constant between both periods. This indicates a moderate level of satisfaction.

Item 4, which evaluates toilets and sinks, shows a slight improvement in the recent period,

although there are still high levels of disagreement. Other items, such as space per student

and classrooms (items 5 and 6), reflect small variations, remaining within similar margins

in both periods. Finally, material resources (item 8) and trained staff (item 9) receive more

positive evaluations in 2017-2021. However, concerns remain about the availability of

financial resources (item 10) and infrastructure improvements (item 11).

When comparing the 2008-2016 and 2017-2021 periods, gradual improvements can be

seen in some aspects, while others show stagnation or slight declines. With regard to the

individual analysis of the frequency of response options: Strongly disagree (SD), Disagree

(D), Undecided (U), Agree (A), and Strongly agree (SA), the results for each question are

shown in Table 6.

Frecuencia en %

Ítems

Períod

T D

D A

Total

1. The location of the MIES and

MINEDUC care units complied with

the regulatory and planning

standards, according to parameters

established by the National

Secretariat for Risk Management.

2008 -

2016

2.1

10.6

20.2

46.8

20.2

100

2017-

2021

2.1

13.8

20.2

40.4

23.4

100

2. The Early Childhood Education

Centers have functional educational

spaces connected to the

recreational spaces.

2008 -

2016

3.2

8.5

18.1

47.9

22.3

100

2017-

2021

3.2

9.6

18.1

46.8

22.3

100

3. The Early Childhood Education

Centers have lockers for students,

interior shelves for teaching

materials, and interior shelves for

students and teachers.

2008 -

2016

2.1

13.8

8.5

51.1

24.5

100

2017-

2021

2.1

11.7

48.9

25.5

100

4. The Early Childhood Education

Centers have one toilet and one

urinal for every 25 students, and

one sink and one toilet for children

with special educational needs.

2008 -

2016

6.4

21.3

22.3

35.1

14.9

100

2017-

2021

7.4

21.3

19.1

37.2

14.9

100

5. The Early Childhood Education

Centers have outdoor areas with

2008 -

2016

6.4

18.1

23.4

36.2

100

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1.50 square meters of space per

student.

2017-

2021

7.4

18.1

22.3

36.2

100

6. The Early Childhood Education

Centers have classrooms of 1.20

square meters per child in a total

area of 72 square meters.

2008 -

2016

5.3

21.3

24.5

14.9

100

2017-

2021

5.3

21.3

23.4

35.1

14.9

100

7. The institution's learning

environments are ideal for the

teaching-learning process.

2008 -

2016

1.1

11.7

19.1

47.9

20.2

100

2017-

2021

2.1

9.6

21.3

100

8. The amount of material

resources (games, teaching

materials, infrastructure, etc.)

available in the MINEDUC services

was adequate for the children's

comprehensive development.

2008 -

2016

3.2

14.9

42.6

23.4

100

2017-

2021

2.1

12.8

46.8

22.3

100

9. The Early Childhood Education

Center had sufficient trained staff

(teachers, assistants, psychologists,

etc.) to adequately meet the

children's needs.

2008 -

2016

3.2

6.4

24.5

36.2

29.8

100

2017-

2021

3.2

6.4

25.5

40.4

24.5

100

10. The MIES and MINEDUC care

units had financial resources

allocated to the Early Childhood

Education Center to cover

operating and maintenance

expenses.

2008 -

2016

9.6

8.5

26.6

35.1

20.2

100

2017-

2021

10.

8.5

25.5

38.3

100

11. The infrastructure, equipment,

and furniture were improved.

2008 -

2016

4.3

19.1

18.1

38.3

20.2

100

2017-

2021

8.5

21.3

18.1

38.3

13.8

100

Table 6. Descriptive analysis of the items in the educational infrastructure quality survey

5. Discussion of results

The trend reflected in Table 6 suggests that there has been a slight improvement in the

perception of compliance with standards in early childhood education centers. However,

significant concerns remain among respondents, as reflected in the decrease in the

percentage of those who agree in general. In line with this criterion, Earthman (2004)

mentions that “over the last three decades, numerous studies have shown that there is a

relationship between student performance and the condition of school buildings” (p. 18).

The fact that the number of undecided people remains stable could indicate a lack of clarity

in the communication of the results of the policies implemented. This result coincides with

the statement by Crampton (2009), who mentions that “the number of undecided people

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remaining stable could indicate a lack of clarity in the communication of the results of the

policies implemented” (p. 318). On the other hand, the perception of the availability of

functional educational spaces shows stability with a slight increase in disagreement. In this

regard, Berner (1993) states that “in those schools where a large number of parents

participated through their membership in the parent-teacher association (PTA), the

buildings were in better condition than those where parental involvement was lower” (p.

27).

The results of this research confirm its importance by showing both slight improvements

in the perception of compliance with standards and persistent concerns about

infrastructure in early childhood education. The analysis revealed three main categories:

space distribution, safety and inclusion, and influence on educational excellence. The lack

of adequate spaces such as playrooms and green areas stands out, as does the need for

multipurpose spaces. The urgency of improving safety and adapting facilities for children

with disabilities was also identified.

6. Conclusions

The data suggest that the condition of classroom equipment and furniture does not fully

meet users' expectations. Although perceptions of the adequacy of these elements remain

stable, the slight increase in total disagreement indicates growing dissatisfaction. This

finding is concerning, considering that equipment and furniture are essential for an

appropriate environment for children aged 3 to 5. In line with this, the qualitative analysis

reveals that the infrastructure in early childhood education classrooms has significant

deficiencies, especially in the availability of specific spaces such as corner rooms and green

areas, which is more evident in new institutions or those located in marginalized areas.

This finding allows for concrete actions to be taken, such as providing ergonomic furniture

adapted to the age of the children, as well as implementing specific spaces for play and

learning, such as corner rooms and green areas. In addition, the results provide valuable

input for education authorities to prioritize investments aimed at ensuring adequate, safe,

and stimulating physical environments that optimize the comprehensive development of

children aged 3 to 5.

Perceptions of the adequacy of outdoor spaces in educational centers also reflect

challenges; although the assessment of sufficiency remains unchanged, the increase in

disagreement and the stability in the number of undecided respondents indicate that these

spaces are progressively failing to meet users' expectations. This situation could stem from

a lack of investment or maintenance in these areas, which is in line with a widespread

concern about the quality of the educational environment identified qualitatively. This

concern underscores how deficiencies in the environment directly affect children's

learning and overall development. In this regard, the need for a well-planned distribution

of spaces is highlighted, not only to facilitate the teaching-learning process, but also to

promote interaction and participation of families in the educational environment.

On the other hand, the view on administrative management and the obtaining of financial

resources shows mixed results. Some respondents acknowledge an improvement in the

availability of resources. The percentage of those who totally agree decreases and

disagreement increases, evidencing concern about the sufficiency and effectiveness of

resource allocation. The interview reveals concern about the implementation of constant

supervision measures. There is also an urgent need to make physical adaptations to ensure

the effective inclusion of children with disabilities. This includes ensuring that facilities

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have adequate ramps, handrails, and inclusive play areas, complying with specific

standards geared toward the needs of children.

The results reflect that the infrastructure in the DMQ's Early Education Centers faces

considerable challenges that negatively impact educational quality. Dissatisfaction with

infrastructure, equipment, and resource management highlights the need to improve these

aspects to ensure that children receive a quality education. It is observed that inadequate

infrastructure negatively impacts the quality of education at the early childhood level. This

affects learning, emotional and social development, and generates demotivation in both

children and teachers. Although efforts have been made to improve the infrastructure in

the Early Childhood Education Centers of the Metropolitan District of Quito (DMQ),

significant challenges remain. Although there has been a slight improvement in the

perception of compliance with standards and the availability of educational spaces, overall

dissatisfaction is evident. Limitations in equipment, furniture, and outdoor spaces

underscore that users' expectations have not been fully met. This suggests that the quality

of infrastructure, despite some progress, remains a critical area that requires ongoing

attention and substantial improvements.

The main contribution of this research is to highlight, based on clear data, the deficiencies

in the infrastructure of Quito's Early Childhood Education Centers that affect the

development of children aged 3 to 5, proposing concrete improvements such as adequate

classroom equipment, the creation of recreational and green spaces, the planning of outdoor

areas that encourage family participation, adaptations for the inclusion of children with

disabilities, and better resource management. Finally, the analysis of infrastructure must be

addressed in the future from the perspective of its environmental and sustainability

implications. Research into the context in which children learn in their early years should

be of public interest and a priority for governments.

Acknowledgments

It is important to highlight the collaboration of key informants from different educational

institutions and participants who kindly collaborated in the application of the survey..

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Authors

LUISA SOTO-DUQUE obtained a Bachelor's Degree in Education Sciences with a major in

Secondary Education from the Technical University of Babahoyo (Ecuador) in 2004. She

obtained a degree in Early Childhood Education – Pre-primary Education from the Manuela

Cañizares Higher Pedagogical Institute (Ecuador) in 2003.

She is currently a tenured teacher at the Galo Plaza Lasso Public School. She works as an

early childhood educator.

EDWIN PANCHI-CULQUI obtained a Master's Degree in Pedagogy and Music Research

from the Pontifical Catholic University of Ecuador, in Cuenca (Ecuador) in 2013. He

obtained a Master's degree in University Teaching and Educational Administration from

the Indoamérica University (Ecuador) in 2006. He obtained a Bachelor's degree in Music

Education from the Central University of Ecuador / National Conservatory of Music

(Ecuador) in 2007. He obtained a Bachelor's degree in Languages from the Central

University of Ecuador in 2006.

He is currently a tenured professor in the Faculty of Philosophy, Letters, and Educational

Sciences at the Central University of Ecuador. He serves as a tutor and evaluator of

undergraduate and graduate research projects and as a member of the network of arts and

culture research professors accredited by the Secretariat of Higher Education, Science,

Technology, and Innovation of Ecuador (SENESCYT). REG-RED- 18-0073/2019. He has

given presentations at national and international events.

ANDRÉS SUBÍA-ARELLANO obtained a Master's Degree in Sexology from the University

of Almería (Spain) in 2017. He obtained a Master's Degree in Education from the

Technological University of America (Ecuador) in 2006. He obtained a Doctorate in Clinical

Psychology from the Central University of Ecuador (Ecuador) in 2000. He is currently

pursuing doctoral studies at the University of Buenos Aires (Argentina).

He is currently a full-time professor in the Psychology Department of the Faculty of Social

and Human Sciences at the Technological University of Indoamerica. He has directed

several research projects within the university. His main research topics include human

behavior and sexuality. He is the author of books, book chapters, and various articles

published in regional (Latindex) and high-impact (Scopus) journals.

Declaration of Authorship-CRediT

LUISA SOTO-DUQUE: conceptualization, methodology, validation, formal analysis,

research, writing: original draft, writing: review and editing, and visualization.

EDWIN PANCHI-CULQUI: conceptualization, validation, formal analysis, research,

writing: original draft.

ANDRÉS SUBÍA-ARELLANO: methodology, validation, formal analysis, research, writing:

review and editing, and visualization.