Los rincones de aprendizaje como estrategia para implementar la metodología juego - trabajo en el nivel inicial, Machala 2024.

Abstract

This research aims to analyze the use of learning corners as a pedagogical strategy for implementing the play-work methodology in early childhood education. This methodology is based on the principle that play is an essential tool for children's holistic development, allowing them to explore, experiment, and construct meaningful knowledge within a playful, structured environment tailored to their interests. The study was conducted using a quantitative, descriptive approach, using participant observation and interviews with early childhood teachers as its main techniques. The sample consisted of five teachers and 45 children who integrate learning corners as part of their didactic planning. The results obtained show that learning corners foster autonomy, stimulate creativity, enhance social interaction, and allow for the integration of various areas of the curriculum through meaningful experiences. It was also identified that this strategy promotes a more flexible, child-centered classroom organization, facilitating the effective implementation of the play-work approach. It is concluded that learning corners are an effective and necessary pedagogical strategy, as long as they foster dynamic learning environments adapted to children's needs. Based on these findings, the proposal is to create an architectural model that guides teachers in properly organizing the classroom by incorporating corners, fostering the understanding and application of this methodology, recognizing its theoretical basis in authors such as Montessori, Freinet, Froebel, Dewey, and Decroly.