Más allá del aula: Exploración y descubrimiento como pilares del constructivismo en el jardín de infantes
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Date
2025-12-02
Authors
Advisors
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Journal Title
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Volume Title
Publisher
Corporación Universitaria Minuto de Dios – UNIMINUTO
Type
Trabajo de Investigación e Innovación
Rights
Acceso Abierto - http://purl.org/coar/access_right/c_abf2
Abstract
En el nivel preescolar de un colegio del Espinal – Tolima, se evidencia presión administrativa para cumplir con una agenda de actividades establecida por los directivos, orientada al logro de objetivos en plazos estrictos. Esto deja poca flexibilidad para aplicar pedagogías contemporáneas, razón por la cual esta investigación busca analizar el impacto positivo de las prácticas pedagógicas constructivistas en la comunidad educativa, mostrando resultados de aprendizaje en los infantes y aportando a la transformación metodológica.
El enfoque cualitativo de esta investigación pretende comprender fenómenos sociales y educativos desde la dinámica del aula mediante la Investigación – Acción, integrando teoría y práctica, lo que permite percibir problemas y plantear soluciones. Para la recolección de datos se utilizan las técnicas de observación participante, entrevista semi estructurada y revisión bibliográfica, materializando dichas técnicas mediante el diario de campo, el guion de entrevista a los directivos, docentes y padres de familia y fichas de reseña respectivamente.
Se evidencian avances significativos en la apropiación del enfoque constructivista por parte del colegio, aunque siguen presentándose algunos aspectos que requieren atención importante para consolidar cambios efectivos en el currículo. Se reafirma que el juego, la exploración activa, la evaluación formativa y la participación familiar no deben verse como elementos decorativos, sino como pilares esenciales del aprendizaje infantil.
Finalmente, se identifica claramente la urgencia de transformar las prácticas educativas tradicionales en el grado jardín y las metodologías centradas en la rigidez curricular, puesto que el cumplimiento administrativo restringe el desarrollo integral de los infantes lo cual dificultan la construcción de aprendizajes significativos.
In the preschool level of a school located in Espinal, Tolima, administrative pressure is evident to comply with a schedule of activities established by the management, aimed at achieving objectives within strict deadlines. This leaves little flexibility to implement contemporary pedagogical approaches. Therefore, this research seeks to analyze the positive impact of constructivist pedagogical practices on the educational community, highlighting learning outcomes in children and contributing to methodological transformation. The qualitative approach of this study aims to understand social and educational phenomena from classroom dynamics through Action Research, integrating theory and practice, which allows the identification of problems and the formulation of solutions. Data collection techniques include participant observation, semi-structured interviews, and literature review, operationalized through field journals, interview guides for administrators, teachers, and parents, and bibliographic record sheets. Significant progress is evident in the school’s adoption of the constructivist approach; however, some aspects still require attention to consolidate effective curricular changes. The study reaffirms that play, active exploration, formative assessment, and family participation should not be viewed as decorative elements but as essential pillars of early childhood learning. Finally, the research identifies the urgent need to transform traditional educational practices and rigid curriculum-based methodologies, as administrative compliance restricts children’s holistic development and hinders the construction of meaningful learning.
In the preschool level of a school located in Espinal, Tolima, administrative pressure is evident to comply with a schedule of activities established by the management, aimed at achieving objectives within strict deadlines. This leaves little flexibility to implement contemporary pedagogical approaches. Therefore, this research seeks to analyze the positive impact of constructivist pedagogical practices on the educational community, highlighting learning outcomes in children and contributing to methodological transformation. The qualitative approach of this study aims to understand social and educational phenomena from classroom dynamics through Action Research, integrating theory and practice, which allows the identification of problems and the formulation of solutions. Data collection techniques include participant observation, semi-structured interviews, and literature review, operationalized through field journals, interview guides for administrators, teachers, and parents, and bibliographic record sheets. Significant progress is evident in the school’s adoption of the constructivist approach; however, some aspects still require attention to consolidate effective curricular changes. The study reaffirms that play, active exploration, formative assessment, and family participation should not be viewed as decorative elements but as essential pillars of early childhood learning. Finally, the research identifies the urgent need to transform traditional educational practices and rigid curriculum-based methodologies, as administrative compliance restricts children’s holistic development and hinders the construction of meaningful learning.
Description
Establecer el impacto de las prácticas pedagógicas constructivistas, que respalden la efectividad de los logros alcanzados por los niños y las niñas del grado jardín y contribuyan a la transformación de percepciones de la comunidad educativa.
Keywords
Educación de la primera infancia, Pedagogía centrada en el alumno, Evaluación del aprendizaje, Evaluación formativa, Aprendizaje activo, Early childhood education, Learner-centered pedagogy, Learning
assessment, Formative evaluation, Active learning