Pregrado Licenciatura en Educación Infantil

URI permanente para esta colecciónhttp://hdl.handle.net/11634/13124

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Interculturalidad e inclusión educativa en colombia: estrategias pedagógicas para la atención a la diversidad cultural en el aula
(Universidad Santo Tomás, 2026-07-27) Santos Julio, Ana Rosa; Restrepo Rodríguez, Mitchell Alexandra; España Chaves, Sebastián; Albarracín Cordón, Pablo Antonio; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001740424; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002274373; https://orcid.org/0000-0002-5408-0056
This pedagogical proposal aims to strengthen the processes of inclusive education and critical interculturality in the third grade at La Draga Educational Institution, located in El Bugre, Ciénaga de Oro, Córdoba, Colombia. It emerged from the identification of physical, pedagogical, and communicative barriers that limit students’ participation and learning, particularly for a student with low vision, as well as the limited incorporation of local rural knowledge into the school curriculum. The study is grounded in the principles of Universal Design for Learning (UDL) and critical interculturality, drawing on the theoretical contributions of UNESCO, CAST, Freire, Walsh, de Sousa Santos, and Candau.The research adopted a qualitative approach, using participant observation and semi-structured interviews as data collection techniques. The research instruments were validated through expert judgment, and the collected information was analyzed using categorical content analysis.The findings revealed the persistence of traditional teaching practices centered on knowledge transmission, the existence of barriers that hinder the participation of the student with low vision, and the limited integration of rural community knowledge into teaching activities. These findings provided the basis for the design and implementation of the pedagogical proposal “Weaving Knowledge”, aimed at promoting curriculum flexibility, equitable participation, and the recognition of the local territory and rural knowledge as valuable learning resources.The study concludes that the integration of Universal Design for Learning and critical interculturality constitutes a relevant alternative for promoting more inclusive, equitable, and context-responsive educational practices. This approach contributes to strengthening participation, recognizing diversity, and fostering educational processes aligned with the needs of rural education.
Del algoritmo al asombro: sistematización de una experiencia pedagógica para reducir la dependencia digital a través del entorno natural silvestre en el HCB Mis Primeros Amiguitos.
(Universidad Santo Tomás, 2026-07-22) Comas Avila, Edith Maria; Buitrago Bolivar, Alexander; Universidad Santo Tomás
This qualitative research with an interpretative approach systematizes a pedagogical experience conducted at the "Mis Primeros Amiguitos" Community Welfare Home (HCB), located in the mining and informal municipality of La Jagua de Ibirico, Cesar, Colombia. The study addresses technological dependency in early childhood triggered by the widespread use of mobile devices as a "digital pacifier" or behavioral sedative—a practice acknowledged by 80% of families in the service unit. This dynamic caused severe digital withdrawal behaviors, emotional dysregulation, social isolation, and significant communication delays among children aged two to five. The main objective was to critically reconstruct and interpret the teacher's pedagogical practice to validate the unstructured natural environment—specifically the adjacent open field of the former SENA—as a therapeutic setting, sensory regulator, and mediator of organic learning. Theoretically, the study integrates Catherine L’Ecuyer’s Pedagogy of Wonder, Loris Malaguzzi’s concept of the environment as a "Third Teacher," Donald Winnicott’s transitional play, Lev Vygotsky’s social mediation, and Colombian early childhood public policy guidelines (De Cero a Siempre, Law 1804 of 2016). Methodologically, the study followed Óscar Jara’s framework for Systematization of Experiences across five spiral phases. Data sources comprised reflective field journals, diagnostic and follow-up family surveys, direct participant observations, and photo-recovery files, all handled in strict compliance with Colombian Law 1581 of 2012 regarding personal data protection. Results, triangulated with the ICBF Qualitative Valuation Scale, revealed that tactile immersion in mud and sand served as a sensory discharge mechanism, converting behavioral crises into emotional self-regulation and extending sustained attention from 5 to 25 continuous minutes. Furthermore, descriptive language emerged spontaneously through real-world wonder, while active family involvement rose from 30% to 90% via traditional outdoor workshops. The study concludes that engagement with natural wild environments is a fundamental developmental right for children and an empowering framework for community educators as active producers of scientific pedagogical knowledge. Keywords: Systematization of experiences, digital dependency, natural wild environment, wonder, early childhood, emotional self-regulation, family co-responsibility.
" Diseno de un blog informativo para promover la gestión de riesgo en los jardines infantilies."
(Universidad Santo Tomás, 2025-06-19) Gómez Gómez, Jady Astrid; Laverde Sánchez, Gustavo
Inteligencias múltiples en los niños y niñas del grado segundo 1 y 2
(Universidad Santo Tomás, 2026-07-09) Almonacid Parra, Yuli Paola; Buitrago Bolivar, Alexander; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001533951; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002136010; https://scholar.google.com/citations?user=26LGwwcAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-0988-0986
This research aimed to analyze the implementation of the Multiple Intelligences approach in second grade groups (2-1 and 2-2) at the Institución Educativa Técnica Nuestra Señora de la Paz, located in Quípama, Boyacá, during the year 2024. The study was conducted under a qualitative approach, based on the Action Research methodology articulated with the Systematization of Experiences. The participants included teachers and students from the selected grades. Data collection techniques such as participant observation, in-depth interviews, focus groups, and pedagogical journals were used. The information was organized through an analysis matrix, allowing the comparison of findings with the established theoretical categories. The results showed that the diversification of pedagogical strategies, grounded in the Multiple Intelligences theory and experiential learning, promoted students’ cognitive, socio-emotional, and physical development. Additionally, it increased motivation, participation, and collaborative work. The process also strengthened teachers' reflective practices and contributed to the transformation of teaching strategies toward more inclusive and dynamic models. It is concluded that the implementation of active methodologies based on the recognition of individual talents significantly contributes to improving teaching and learning processes in the school context.
La maestra de primera infancia como sujeto de cuidado: estrategia de apoyo y bienestar docente en la educación preescolar en el jardín infantil Little Kids Kindergarten de Zipaquirá, Cundinamarca.
(Universidad Santo Tomás, 2026-07-10) Luz Dámaris, Cáceres Useche; Naranjo Jiménez, Luz Ángela; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002173045; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002281685
This research analyzes the role of early childhood teachers as subjects of care within the educational context, recognizing that their emotional, professional, and relational well-being directly influences the quality of the pedagogical and affective environments developed in early childhood education. The study emerged from the need to reflect on the conditions of care, support, and recognition received by teachers within the Little Kids Kindergarten preschool, located in Zipaquirá, Cundinamarca. The research was developed through a qualitative approach under a descriptive– interpretative case study design. Data collection techniques included non-participant observation, semi-structured interviews, and focus groups, allowing an in-depth understanding of the experiences, perceptions, and relational dynamics among teachers, families, and school administrators. The findings revealed that teacher well-being is closely related to emotional, institutional, and labor factors, as well as to the practices of recognition and support present within the educational community. Likewise, it was identified that care toward teachers still depends largely on individual efforts rather than on structured institutional strategies. As a result, a pedagogical proposal was designed to strengthen the well-being and integral care of early childhood teachers, recognizing that caring for those who care is an essential condition for the construction of more humane, ethical, and affective educational environments.
Crianza positiva en el desarrollo infantil
(Universidad Santo Tomás, 2026-07-09) Vallejo Liberato, Marlibel; Arguello Estepa, Luz Myriam; Rojas Rojas, Andrea; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001419895; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002180030; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002180026; https://orcid.org/0000-0002-2891-0669
This undergraduate thesis, entitled Positive Parenting in Child Development, aims to promote strategies for strengthening positive parenting practices, geared towards fostering the holistic development of 4- to 5-year-old children in the early childhood education program of the Colombian Institute of Family Welfare (ICBF), promoting secure attachments. From a qualitative perspective, family practices were identified, and pedagogical strategies were designed to strengthen attachment bonds, emotional regulation, and the establishment of rules for coexistence. The research seeks to contribute to the holistic well-being of early childhood and to strengthen the role of the family in educational processes.
Tejiendo Identidad: Sistematización de la Inclusión de Usos y Costumbres mediante Juegos Autóctonos en Educación Infantil
(Universidad Santo Tomás, 2026-07-09) Enríquez Estrella, Ana Milena; Oliva Figueroa, Magaly Geovanna; Oliva Noguera, María Cristina; Guzmán Escobar, Leidy Yuri; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001290088; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002274348; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002280132; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002279945
This topic arises from the need to document and analyze an educational experience that seeks to incorporate the customs of the Quillasinga community in the school environment, as well as the recovery of indigenous games. The relevance of this topic lies in its contribution to the valuation and preservation of indigenous culture, the strengthening of the cultural identity of children, and the promotion of cultural inclusion in the educational system. The sources of the topic include the reality and needs of the Quillasinga indigenous community in the Aranda Council, the importance of preserving cultural traditions and promoting cultural inclusion in the school environment, and international commitments related to the rights of indigenous peoples.
Juegos tradicionales para el fortalecimiento de las habilidades motoras gruesas en la primera infancia
(Universidad Santo Tomás, 2026-07-08) Calixto Gómez, María Lucero; Guzman Escobar, Leidy Yuri; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001290088; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002187275; https://orcid.org/0000-0002-8077-2304
The research project entitled “Traditional Games for Strengthening Gross Motor Skills in Early Childhood” aimed to analyze how traditional games strengthen the development of gross motor skills in first-grade students. The study is based on the theoretical framework of Lewin (1946), who proposes research as a cycle of social change, and on his contributions regarding the importance of psychomotor organization in formal learning. Methodologically, the project was developed using the Pedagogical Action Research (PAR) approach, which integrates reflection and transformation of teaching practice. The study population consisted of 18 first-grade boys and girls with whom a didactic sequence of ten lesson plans was implemented, focusing on the development of motor skills. Data collection techniques included participant observation, field notes, and checklists to evaluate motor performance before and after the intervention. The main findings demonstrate that the systematic implementation of games such as hopscotch, sack races, and jump rope not only optimizes balance, coordination, and explosive strength, but also significantly improves attention and social interaction in the classroom. It was shown that traditional games act as an effective pedagogical mediator, linking cultural identity with neurophysical development. In conclusion, participatory action research (PAR) allows teachers to transform the schoolyard into a holistic learning environment, where strengthening gross motor skills becomes the necessary foundation for the success of higher-order cognitive processes in early childhood.
Fortalecimiento de la interculturalidad en la educación del grado segundo de la institución educativa francisco rinaldy morato a través de una estrategia pedagógica basada en juegos y actividades interculturales
(Universidad Santo Tomás, 2026-07-05) Padilla Alvear, Ana Edilia; Galvis León, José Andrés; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002140475; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002186021
This thesis addresses the strengthening of interculturality in second-year students at THE Francisco Rinaldy Morato Educational Institution, through the design and implementation of a pedagogical strategy based on meaningful intercultural games and activities. The problem arises from the lack of appreciation and recognition of cultural differences in the classroom, which limits respect, coexistence, and understanding of diversity. The main purpose was to promote attitudes of respect and appreciation for different cultures among children, through a teaching approach that integrated playful dynamics and intercultural content. The central categories of the study are interculturality, intercultural education, playful pedagogy, and school coexistence. The adopted methodology was qualitative with a descriptive approach, developed through direct observation, field diaries, and the implementation of pedagogical workshops. Among the most relevant findings, it was identified that, after the implementation of the strategy, students showed greater interest, participation, and positive attitudes towards the cultural diversity of their environment. In conclusion, it is established that playful and intercultural activities contribute significantly to strengthening inclusive, respectful, and participatory education, promoting spaces for dialogue and cultural recognition from an early age.
Factores familiares que inciden en el rendimiento escolar de los niños y niñas del grado transición
(Universidad Santo Tomás, 2026-07-04) Cañizares Berbesi, Carmen Edilia; Garcia Mena, Maida Alejandra; Buitrago Bolivar, Alexander; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001533951; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002362534; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002362610; https://scholar.google.com/citations?user=26LGwwcAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-0988-0986
The aim of this research was to propose a family-school partnership strategy, based on an analysis of family factors that influence the academic performance of students in the Transition grade at the Ayacucho Educational Institution in the municipality of La Gloria, Cesar Department, during the year 2025. The study is situated within the theoretical fields of education, specifically the co-responsibility of family and school and the sociocultural approach to learning; pedagogy, through the design of formative engagement strategies; and didactics, through the guidance of participatory and communicative actions that strengthen interaction among educational stakeholders, without implying their implementation. This study adopted a qualitative methodology, with a descriptive scope and a non-experimental field study design. Data collection instruments included a structured interview guide, document review, and focus groups. The sample was non-probabilistic, consisting of 9 parents and 3 teachers. The results demonstrated the impact of family factors on students' academic performance, identifying variations in home support, household routines, and caregiver participation in the educational process. This analysis established a diagnostic basis for designing a contextualized family-school partnership strategy, structured around formative, communicative, and participatory components. The teachers considered the proposal relevant and feasible, confirming the importance of strengthening shared educational responsibility to support the learning process at the early childhood level.
Fortaleciendo la autoestima mediante talleres pedagógicos basados en el juego y la literatura de los niños y niñas del hogar comunitario mi mundo maravilloso.
(Universidad Santo Tomás, 2026-07-02) David Armero, Luna Isabel; Armero Imala, Query Fernanda; Guzmán Escobar, Leidy Yuri; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002281719
This research project, “Strengthening Self-Esteem through Pedagogical Workshops Based on Play and Literature for Children at the Mi Mundo Maravilloso Community Home,” was conducted in the municipality of Pasto, Nariño. The main objective was to determine the role of pedagogical workshops based on play and literature in strengthening self-esteem in early childhood. The study is based on theoretical contributions from authors such as Branden, Vygotsky, Rogers, and Heinsen, who highlight the importance of affective interactions, play, and language in the construction of self-esteem. Methodologically, it is framed within a qualitative approach under the action research model, allowing for the analysis of the educational reality and intervention through pedagogical strategies. The population consisted of children aged 2 to 5 years, the community mother, and parents. The following data collection techniques were used: participant observation using observation sheets, open-ended surveys administered to parents and teachers, and the implementation of ten educational workshops based on play and literature. The main findings show that the children initially exhibited low self-esteem, manifested as insecurity, dependence on approval, and difficulties in emotional expression. However, after the workshops, significant progress was observed in confidence, participation, autonomy, and self-worth. In conclusion, the study demonstrates that educational workshops based on play and literature constitute an effective strategy for strengthening self-esteem in early childhood, highlighting the importance of the family and the community mother as mediators in the emotional development of children.
La educación intercultural como estrategia para fortalecer el desarrollo social y afectivo en la primera infancia de la unidad de servicio los conejitos, Buenavista Córdoba.
(Universidad Santo Tomás, 2026-07-01) López Narváez , Ingrid Cecilia; Galeano Arcia, Yeri María; Naranjo Jimenez, Luz Angela; Universidad Santo Tomás
The purpose of this study was to analyze the impact of intercultural education on strengthening the socio-emotional development of children aged 3 to 4 at the Los Conejitos Service Unit, through the implementation of pedagogical strategies based on art, play, and family participation. The research problem arose from the limited incorporation of intercultural practices into early childhood educational experiences. The study was grounded in categories such as intercultural education, cultural identity, socio-emotional development, artistic expression, and social interaction. The methodology was grounded in a qualitative approach and the action-research method, utilizing techniques such as semi-structured interviews and field journals. The educational program consisted of ten workshops focused on cultural awareness, emotional expression, and social interaction among children. Key findings included increased participation, strengthened social bonds, recognition of family cultural practices, and the development of socio-emotional skills such as empathy, respect, and cooperation. It is concluded that intercultural educational strategies based on artistic and participatory experiences significantly support the holistic development of children, promoting more inclusive, context-specific, and humanizing educational environments in early childhood education.
Red de familias, tejiendo lazos por la niñez
(Universidad Santo Tomás, 2026-06-26) Potes Castañeda , Alba Roció; Corchuelo Ortiz , Claudia Elised; Montero Ruiz , Diana Paola; Bolivar Buitrago , Alexander; Universidad Santo Tómas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001533951; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002197418; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002197304; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002197427; https://scholar.google.com/citations?user=26LGwwcAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-0988-0986; https://orcid.org/0000-0001-6153-0492
This undergraduate research project, developed through the methodology of systematization of experiences, aimed to analyze family co-responsibility in the educational processes of early childhood children at Maripositas Community Home, located in Armenia, Quindío. The study made it possible to recover, organize, and interpret the experiences shared with families, identifying the strategies implemented to strengthen their participation in the support and integral education of children. Through techniques such as observation, dialogue, and reflection on pedagogical practices, the importance of family commitment and active participation in educational processes was highlighted, recognizing co-responsibility as a fundamental element in ensuring the well-being and integral development of early childhood. Likewise, strengths and opportunities for improvement related to communication, support, and family involvement in institutional activities were identified. The findings contributed to the generation of learning experiences and proposals aimed at strengthening the relationship between families and the community home, promoting a more participatory, inclusive, and coordinated education for the benefit of children.
Manifestaciones de diversidad cultural de niños y niñas migrantes del nivel exploradores del centro de desarrollo Infantil Villa Cielo Montería
(Universidad Santo Tomás, 2026-06-19) Pérez Cuitiva, Carmen Judith; Naranjo Jiménez , Luz Angela; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002173045; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002431612; https://orcid.org/0009-0004-6198-2033
The project entitled “Cultural Diversity of Migrant Children in the Explorers Level at CDI Villa Cielo in Montería” aimed to implement a digital booklet containing pedagogical strategies to foster cultural diversity expressions among four-year-old children. The project emerged from the identified need to strengthen coexistence and the recognition of cultural differences in a context where children from diverse backgrounds interact. The main categories guiding the study were cultural diversity, inclusion, coexistence, and the pedagogical use of digital technologies. Methodologically, the study was conducted under a qualitative approach based on pedagogical action research and was organized into three phases: planning, implementation, and evaluation. During the planning phase, activities were designed based on the theoretical contributions of Vygotsky and Piaget. In the implementation phase, the digital booklet was applied with children at the Explorers level through playful and interactive learning experiences. Finally, during the evaluation phase, achievements, challenges, and learning outcomes were analyzed through observation, anecdotal records, and teacher feedback. The main findings revealed significant improvements in empathy, participation, and respect for cultural differences, as well as greater teacher appropriation of digital resources. It is concluded that the digital booklet constitutes an innovative and relevant contribution to promoting intercultural education in early childhood, strengthening both the comprehensive development of children and inclusive pedagogical practices within CDI Villa Cielo.
“Tradición oral del pacífico colombiano: una experiencia con niños de 3 a 5 años”
(Universidad Santo Tomás, 2026-05-29) Arizala Banguera, Luzmila; Godoy Cortes, Claudia Mercedes; Torres Rico, Nancy Cecilia; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001593356; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002183355; https://scholar.google.com/citations?user=W0mu_UgAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-2834-2796
Under the critical-social paradigm, the present study was conducted. Its purpose was to analyze how the pedagogical experience that incorporates the oral tradition of the Pacific region, within the intercultural educational model “Modalidad Propia Intercultural, Mujer e Infancia” in the municipality of Francisco Pizarro, contributes to the construction of cultural identity in children during early childhood. To this end, the objectives were to describe the experience developed during the pedagogical practices, analyze how these practices strengthen the sense of belonging and cultural identity, and reflect on the role of the family in the dissemination of oral tradition from the earliest years of life. Methodologically, the study was based on the systematization of pedagogical experiences through participant observation, reflective analysis of practices, and direct interaction with the educational community. The results show that the incorporation of dramatizations of myths and legends, traditional musical expressions, street vendors’ chants, and cultural manifestations characteristic of the Afro-descendant context fosters processes of identity recognition, cultural appropriation, and the strengthening of children’s sense of belonging. Likewise, the role of the family is highlighted as the primary space for oral transmission and as a co-responsible agent in consolidating meaningful learning. Thus, this research demonstrates that contextualized and intercultural early childhood education not only strengthens holistic development during early childhood, but also contributes to the preservation and re-signification of oral tradition as a living cultural heritage, consolidating relevant and socially transformative pedagogical practices.
Fortalecimiento de la literatura infantil en los niños de la Institucion Educativa agroecologica la playa atravez de la incorporacion de la tradicion y expresion oral en el municipio de Francisco Pizarro
(Universidad Santo Tomás, 2026-05-14) Riascos Ulloa, Magda Mercedes; Ruiz García, Sintia Caridad; Muñoz Buitrago, Darwin Arturo; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001343523; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002182705; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002280037; https://scholar.google.com/citations?user=diSvoiUAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-3193-6034
The goal of this research project is to enhance children's literature for boys and girls aged 5 to 6 in preschool grade A at the Agroecological Educational Institution La Playa, situated in the municipality of Francisco Pizarro (Nariño). We aim to achieve this by weaving in the rich Afro-descendant oral traditions and expressions from the Colombian Pacific. The main challenge we face is the limited presence of traditional oral stories—like myths, legends, lullabies, and folk tales—in the educational process, which hampers the development of language skills, cultural identity, and a love for reading in early childhood. Using a qualitative approach and a participatory action-research design, we conducted pedagogical workshops, interviews, observations, and community activities to revive ancestral knowledge and turn it into meaningful teaching strategies. Among the resources we created, a literary resource bank, a podcast reading program, and a collection of activities based on local oral traditions stand out. Our findings reveal that oral traditions not only enrich children's reading and communication experiences but also strengthen their sense of belonging and appreciation for their cultural heritage. Therefore, we conclude that incorporating local stories into educational practices fosters a holistic, inclusive, and culturally relevant education.
Promoviendo la educación inclusiva en las UDS del nunicipio de Ayapel Departamento de Córdoba.
(Universidad Santo Tomás, 2026-05-16) Bettin Cardozo, Josefina Inés; Rodríguez Alean, Tatiana Loret; Sánchez, Deisy del Carmen; Crismat Rovira, Luz Yamile; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001426037; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002300556; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002400299; https://orcid.org/0000-0002-6204-2586
This research aimed to strengthen inclusive education in the Service Units (UDS) of the municipality of Ayapel, Córdoba, through a training process aimed at teachers, parents, boys, and girls. The study arose from the need to promote inclusive pedagogical practices that encourage attention to diversity and the active participation of children with special educational needs in early childhood education settings. The research was developed under a qualitative approach and an action-research methodology, allowing an understanding of the experiences and perceptions of different educational actors regarding inclusion. Information was collected through participant observation, semi-structured interviews, focus groups, and document analysis. The findings showed that, although there are institutional efforts aimed at inclusion, there are still difficulties related to teacher training, the implementation of differentiated pedagogical strategies, and the availability of adapted educational resources. Based on these findings, a training plan was designed and implemented focusing on diversity recognition, the elimination of barriers to learning and participation, and the strengthening of inclusive pedagogical strategies based on Universal Design for Learning (UDL). It is concluded that strengthening training processes and collaborative work among teachers, families, and the community significantly contributes to the construction of more inclusive, participatory, and diversity-respecting educational environments in early childhood education.
Influencia del acoso escolar en el proceso de aprendizaje en niños y niñas de educación inicial
(Universidad Santo Tomás, 2026-05-08) Montes Yepes, Gisela María; Amado García, Jesús Alberto; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000092899; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002094360; https://scholar.google.com/citations?user=_p5fXhcAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-4059-4304
The study addresses the phenomenon of school bullying from a socio-educational perspective, aiming to analyze its causes, manifestations, and effects within the school environment. The research is based on the central thesis that school bullying is not an individual problem but a systemic phenomenon influenced by inclusion social, family, and school-related factors. The methodology used follows a qualitative approach, with a documentary research design and an analysis of previous studies on the subject. Relevant bibliographic sources are employed to contextualize the problem and propose intervention strategies in the educational field. The main findings indicate that school bullying negatively impacts the emotional, social, and academic development of victims, in addition to creating an unfavorable school climate. The study highlights the need to strengthen emotional education, school coexistence, and teacher training for the identification and prevention of bullying. Likewise, it underscores the importance of joint efforts among families, schools, and communities to mitigate its effects and promote a culture of respect and inclusion.
Explorando el desarrollo socioafectivo en niños y niñas del grado transición: sistematización de una experiencia pedagógica con estrategias para el uso de la tecnología en la UDS pequeños gigantes, Pelaya, Cesar
(Universidad Santo Tomás, 2026-05-09) Zumalabe santana, Yurley; Manotas Ospino, Yusleny; Díaz lobo, Edilia; Amado Garcia, Jesús Alberto; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000092899; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002134680; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002137165; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002137172; https://scholar.google.com/citations?user=_p5fXhcAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-4059-4304
This systematization of experiences was developed at the Pequeños Gigantes Service Unit in Pelaya, Cesar, with the purpose of analyzing how the implemented pedagogical strategies contributed to strengthening the socio-affective development of preschool children in relation to the use of technology. From a qualitative approach and a Participatory Action Research (PAR) design, playful, literary, and expressive activities were carried out to promote emotional regulation, empathy, and family interaction. The results show that affective experiences foster self-regulation and emotional communication while raising awareness among families about the responsible use of technological devices. The teaching reflection made it possible to identify meaningful learning regarding emotional mediation and the construction of more human educational relationships. Finally, it is concluded that emotional education and affective accompaniment must be consolidated as fundamental pillars of pedagogical work in early childhood.
Mecanismos para fortalecer las habilidades comunicativas en la infancia a traves de la pedagogia alternativa Reggio Emilia
(Universidad Santo Tomás, 2026-05-07) Mejia Zequeira, Janis Adriana; Madera Berona, Angie Elena; Espitia Petro, Adet Lucia; Amado Garcia, Jesus Alberto; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000092899; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002094350; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002185978; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002181230; https://scholar.google.com/citations?user=_p5fXhcAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-4059-4304
This research focused on strengthening communication skills in early childhood through the alternative Reggio Emilia pedagogy. Drawing on the constructivist perspective of Ferreiro and Teberosky (2017), it recognizes that reading and writing are progressively constructed through interaction with the environment, positioning oral and written language as tools for expression. The proposal, “Mechanisms to Strengthen Communication Skills in Childhood through the Alternative Reggio Emilia Pedagogy,” was inspired by principles such as autonomy. According to Malaguzzi (2020), the child possesses “a hundred languages” and is conceived as a subject with potential, which requires valuing their multiple forms of expression. Methodologically, participatory action research and pedagogical observation were used in three phases: creation, implementation, and evaluation of a didactic strategy. This approach made it possible to involve teachers in the transformation process. According to Hernández Sampieri and Mendoza (2018), action research facilitates understanding reality from the participants’ experiences, recognizing interaction and play as spaces for children’s development and communication. The central objective of this research was to strengthen communication skills in early childhood. Among the most relevant findings, it was identified that enriched pedagogical environments are fundamental for stimulating children’s expression, and that family participation is a determining factor, coinciding with Rowe and Snow (2020), who point out that the quality of linguistic interactions in the family and educational environment is key to child development.

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