Areas de aprendizaje, según la pedagogía montessori y el diseño universal del aprendizaje (dua), para la mejora de la práctica docente y de las condiciones para el aprendizaje de los niños de 4 a 5 años

Abstract

Early childhood pedagogy strongly demands an integrating and inclusive perspective that permeates the practice of the Early Childhood Education (EI) teacher in search of better conditions for the comprehensive development and learning of children in the first years of life. In the context of the study, the problem was addressed from the question: How to improve the teaching practice and learning of children from 4 to 5 years of age of Sublevel 2 of the EI Center "Santa Elena" of the Machala canton, province of El Oro, Ecuador?. For this purpose, the objective of proposing a pedagogical guide for the design of learning areas, according to Montessori pedagogy and the universal learning design (DUA), was established. The present investigation was developed from the socio-critical paradigm with a qualitative approach, based on the non-experimental case study methodology. For this, a group of children from 4 to 5 years of age and the practice of their teacher in the aforementioned educational center were studied. Information was obtained by observing the spaces and conditions of the room and the educational activities carried out by the children and the teacher; the semi-structured interview and the bibliographic review; applied through an observation guide and interview script. The analysis and interpretation processes based on the categories and triangulation of the data obtained, yielded as a result that learning environments require better management based on an integrating and inclusive pedagogical approach that conceives children as protagonists of their learning, through the design of learning areas with conditions that promote their integral development in interaction with the educational actors, materials and resources of the educational contexts. The study reveals the need to propose a pedagogical guide for the design of the learning areas of Initial Education, according to Montessori Pedagogy and the universal design for learning (DUA); where both pedagogical perspectives are integrated into the curricular scenario of the Ecuadorian IE (case study), to provide the teacher with an option to improve their management in the design of integrative, Montessorian and inclusive learning areas that promote attention, concentration, memory and integration of children, favoring their comprehensive development (linguistic, autonomy, psychomotor, cognitive and socioemotional) and meaningful learning. Keywords: Learning areas, teaching practice, pedagogy, inclusive, integral development.