Experiencia(s) extrema(s) andina(s). Rumita, yakuta, allpata ima qachachiyaspam purin. ¡Lliwta!

Public policies are important for indigenous languages and cultures in Peru. Pre-schooling during childhood is very important for the national education system. Pre-schooling levels have increased over the last 40 years. However, there is a disconnect between increasing national levels of pre-schooling and the attendance of pre-schooling programs for indigenous children. There is a dynamic of inequality in this situation which I will point out in this paper. I will draw some comparisons between national data on pre-schooling and ethnographic descriptions of indigenous infant care patterns. I will point out the importance of a culturally and linguistically sensitive policy for pre-schooling children up to six years old. Many children under six years of age who speak an indigenous language are disadvantaged at this level. I will emphasize the importance of studies of indigenous patterns of childhood and child care. In this context, I shall emphasize the importance of studying the linguistic and cultural background as well as the learning expectations of indigenous children from birth on onwards. [ABSTRACT FROM AUTHOR]