Pregrado Licenciatura en Educación Infantil
URI permanente para esta colecciónhttp://hdl.handle.net/11634/13124
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Tipo de ítem: Ítem , “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/0000-0002-2834-2796Under 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.Tipo de ítem: Ítem , 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/0000-0002-3193-6034The 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.Tipo de ítem: Ítem , 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/0000-0002-6204-2586This 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.Tipo de ítem: Ítem , 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/0000-0002-4059-4304The 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.Tipo de ítem: Ítem , 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/0000-0002-4059-4304This 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.Tipo de ítem: Ítem , 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/0000-0002-4059-4304This 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.Tipo de ítem: Ítem , Procesos del desarrollo del lenguaje de las niñas y niños de 0 a 4 años de la unidad de servicio semillas de amor, González, Cesar(Universidad Santo Tomás, 2026-05-06) Aleida Bayona Amaya; Diana Sepúlveda Medina; Jesús Alberto Amado García; 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=0002134339; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002094353; https://scholar.google.com/citations?user=_p5fXhcAAAAJ&hl=es&oi=ao; ttps://orcid.org/0000-0002-4059-4304The research entitled Processes of language development in children from 0 to 4 years of age at the Semillas de Amor Service Unit, has as its central thesis: the implementation of ludic- pedagogical strategies, especially workshops based on children's literature, contributes significantly to language development in children from 0 to 4 years of age in rural contexts. The study is based on the concern for the limited acquisition of language in early childhood, influenced by factors such as the lack of family support, the excessive use of technology and the loss of oral traditions. The methodology used was qualitative, with participant observation to identify oral difficulties and the design and implementation of ludic-pedagogical workshops aimed at both children and their families. The communicative processes were analyzed and family interaction and the rescue of cultural richness were promoted through games, stories, rounds and literary activities. Among the main findings, it was found that the participation of families and the use of play strategies strengthen communication skills, improve socialization and enhance the integral development of children. In addition, the research highlights the importance of early intervention and the training of educational agents to accompany the linguistic process, preventing possible language disorders, fostering affective and cultural bonds and promoting the development of children's language skills.Tipo de ítem: Ítem , Estimulacion de las habilidades comunicativas mediante la literatura con los niños y las niñas del CDI infancia soñada de San Marcos, Sucre(Universidad Santo Tomás, 2026-05-03) Ortiz Ruiz, Ana Francisca; Falon Martinez, Yomaira Del Carmen; Torres Rico , Nancy Cecilia; Universidad Santo Tomàs; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001593356; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002187693; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002394318; https://scholar.google.com/citations?user=W0mu_UgAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-2834-2796This study systematizes the stimulation of communication skills through literature with children at the Infancia Soñada Early Childhood Development Center (CDI) in San Marcos, Sucre. It analyzes the impact of strategies that incorporate personalized stories or narratives with characters that reflect the interests of children aged 1 to 3, relating them to imaginary situations with objects, animals, or routines. It also examines how these activities can stimulate verbal expression in early childhood. It's worth noting that, within a diversity-focused approach, children's literature is seen as a means to incorporate and make visible the multiple cultural, social, and linguistic realities of children. The texts and narratives allow children to see themselves reflected in the stories, recognizing the existence of other ways of life and communication. In this sense, narratives or stories that include different types of language, such as those told by family members, can be used to promote inclusion and empathy, taking into account the different learning levels and paces of early childhood. From a family perspective, this project encourages family participation in reading and storytelling, strengthening emotional bonds and supporting child development. The family is also recognized as the primary educational and social environment, which is key to language stimulation. Therefore, the planned activities include shared reading, workshops for parents on storytelling techniques, and singing songs to encourage oral language development.Tipo de ítem: Ítem , Cartografía social como herramienta participativa para visibilizar las percepciones, problemáticas y potencialidades relacionadas con la infancia, el ambiente y la comunidad en la Urbanización Los Recuerdos(Universidad Santo Tomás, 2026-05-03) Macea Ospino, Amparo Del Socorro; Crismatt 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=0002185213; https://orcid.org/0000-0002-6204-2586This study was conducted at the Early Childhood Development Center (CDI) El Recuerdo in the city of Montería, with the purpose of understanding the educational and social reality of the surrounding community through social cartography as a pedagogical and participatory research tool. The central focus was childhood, articulated with the categories of environment and community, based on the active participation of parents, children, and teachers. The research emerged from the need to make visible the challenges affecting young children in their immediate context, such as the lack of safe play spaces, poor infrastructure conditions, and the weakening of community ties. The methodology followed a qualitative and participatory approach, using social cartography workshops to construct collective maps and symbolic conventions representing perceptions, risks, and opportunities within the territory. These graphic representations enabled the identification of significant places and situations that influence children's well-being. The main findings revealed limited articulation between child-rearing practices and environmental care, as well as a scarcity of public spaces suitable for early childhood. Families expressed strong interest in strengthening communication, shared responsibility, and community organization. The study concludes that social cartography not only facilitated the understanding of the territory from the perspective of its inhabitants but also fostered collective reflection and the emergence of proposals aimed at improving the environment and promoting children’s well-being.Tipo de ítem: Ítem , Estrategia didáctica basada en las TAC para la adquisición de la escritura con estudiantes de transición de la ciudad de Bucaramanga.(Universidad Santo Tomás, 2026-04-29) Perez Torres, Angie Daniela; Andrea, Rojas Rojas; 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=0002132910; https://scholar.google.com/citations?user=kqWN16AAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-2891-0669This research addressed the difficulties observed in the initial development of writing skills in preschool students, particularly in motor skills for writing, stroke directionality, and selfname recognition. To address this issue, pedagogical strategies based on Learning and Knowledge Technologies (LKT) were designed and implemented, using interactive digital activities aimed at strengthening graphic and cognitive skills characteristic of emergent literacy. The study was conducted using a qualitative approach, grounded in participatory action research methodology, which allowed for intervention in pedagogical practice through cycles of planning, action, observation, and reflection. Data collection was carried out using observation matrices, field notes, interviews, and surveys, and the data were analyzed through a triangulation process. The results showed that the pedagogical integration of digital resources fostered motivation, engagement in the task, and the progressive consolidation of stroke form and conventional directionality. Furthermore, it was identified that teacher mediation was crucial in transforming ICTs from mere tools into meaningful learning resources. It is concluded that the intentional use of educational technologies, aligned with the needs of child development and accompanied by pedagogical guidance, contributes to strengthening the writing process in early childhood education.Tipo de ítem: Ítem , Fortalecimiento de la dimensión cognitiva en niños de educación Infantil a través de estrategias lúdicas e innovadoras contextualizadas.(Universidad Santo Tomás, 2026-04-29) Álvarez Peña, Sindy Johanna; Barón Vergara, Ana Milena; Macea, Luz Elena; 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=0002185210; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002187523; https://scholar.google.com/citations?user=diSvoiUAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-3193-6034This project aimed to strengthen the cognitive dimension in early childhood students at CDI “Los Recuerdos” through the implementation of contextualized and innovative playful strategies. An initial diagnosis revealed difficulties in attention, memory, language, and logical thinking, mainly associated with traditional teaching practices focused on repetition. In response, various playful activities were designed and implemented, including memory games, classification and sequencing tasks, interactive storytelling, dramatization, and sensory exploration. In this process, children played an active role, while teachers acted as learning mediators. The experience was developed in four stages: diagnosis, design, implementation, and evaluation, allowing continuous monitoring of progress. The results showed significant improvements in attention, memory, language, and participation, as well as a transformation in teaching practices. It is concluded that the intentional use of play promotes meaningful learning and contributes to cognitive development in early childhood, demonstrating that innovation in the classroom is possible through contextualized strategies and the use of available resources.Tipo de ítem: Ítem , Sistematización de estrategias didácticas para potenciar las habilidades comunicativas en la primera infancia a través del arte, la literatura y el juego.(Universidad Santo Tomás, 2026-04-29) Roldan Canchila, Ana María; Camaño Santos, Levis Inés; Vergara Morales, Rosa Beatriz; 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=0002185201; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002182175; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002184248; https://scholar.google.com/citations?user=diSvoiUAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-3193-6034This systematic review analyzes the implementation of teaching strategies aimed at strengthening communication skills in early childhood, based on the pillars of play, art, and literature, at the Mi Primera Ilusión Community Center during the 2021–2025 period. Using a qualitative and reflective approach, the study sought to reframe the pedagogical experience, understanding how institutional, social, and pedagogical factors influenced the communicative development of children aged 2 to 4. The process was structured in three phases: assessment, planning, and implementation, which allowed for the identification of needs, the design of context-specific strategies, and the analysis of emerging learning. The results demonstrate progress in oral expression, active listening, social interaction, and participation, facilitated by the intentional integration of pedagogical pillars and child-centered teacher mediation. Critical analysis allowed for the identification of internal factors, such as planning and the creative use of resources, and external factors, such as family participation and the sociocultural context. Furthermore, difficulties such as children’s silence were reframed, understanding it as a valid form of communication. It is concluded that systematization strengthens pedagogical practice by promoting critical reflection, continuous improvement, and holistic development in early childhood.Tipo de ítem: Ítem , Fortalecimiento de la lectoescritura mediante gamificación en entornos virtuales: Estudio en tercer grado de la I.E. Escuela Normal Superior de Montería(Universidad Santo Tomás, 2026-04-29) González Ramírez, Katherine Andrea; Crismatt Rovira, Luz Yamile; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001426037; https://orcid.org/0000-0002-6204-2586The main objective of this research was to analyze the impact of implementing a Virtual Learning Environment (VLE) with gamification strategies on strengthening reading comprehension and writing skills in third-grade students at the Escuela Normal Superior de Montería Educational Institution. Methodologically, the study was developed using a qualitative approach with an action research design, applied in nature, and with a descriptive-interpretive scope. Techniques such as participant observation, pre-tests, post-tests, and perception surveys were employed. In the diagnostic phase (pre-test), the results showed low levels of performance, especially in reading comprehension (mean 2.25) and writing (mean 1.86), while word recognition showed a medium level (mean 3.05), reflecting difficulties in interpretation, textual coherence, and motivation toward reading and writing. Subsequently, the pedagogical proposal was implemented using a gamified Virtual Learning Environment (VLE), structured in interactive learning sequences that integrated reading and writing activities, digital games, and immediate feedback, all aimed at promoting active participation, autonomy, and meaningful learning. In the post-test, the results showed significant improvements in all competencies: reading comprehension (mean 4.8), word recognition (mean 4.94), and written production (mean 4.71), with a decrease in dispersion and greater homogeneity in performance. It is concluded that the gamified VLE had a positive impact on both academic performance and motivation, transforming classroom dynamics toward more active, participatory, and meaningful learning, thus validating its relevance as an innovative strategy in primary education.Tipo de ítem: Ítem , Sistematización de la identidad cultural, los Palmitos, Sucre 2025.(Universidad Santo Tomás, 2026-04-27) Beltrán Martínez, Aridis; Narváez Soto , Cleida María; Álvarez Soto, Neisa Isabel; , 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=0002181246; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002181584; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002082339; https://scholar.google.com/citations?user=26LGwwcAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-0988-0986This study documents a pedagogical initiative aimed at preserving and promoting the folk music, dance, and oral traditions of the department of Sucre among children aged 3 to 5 at the Los Reyecitos Service Unit, with the goal of analyzing its contribution to strengthening cultural identity in early childhood. Using a qualitative approach, techniques such as participant observation, interviews, and field journals were employed to understand the development of experiential and contextualized teaching strategies. The results show that the integration of these cultural practices fostered the children’s holistic development, strengthening cognitive, socio-emotional, motor, and communication skills, as well as a progressive recognition of the region’s cultural expressions. Furthermore, the participation of families, traditional knowledge holders, and musicians enabled the intergenerational transmission of knowledge and the strengthening of a sense of belonging. In conclusion, music, dance, and oral tradition, adopted as pedagogical languages, constitute key tools for promoting meaningful learning and a culturally relevant early childhood education, highlighting the importance of integrating cultural heritage into educational processes from the earliest years of life. Translated with DeepL.com (free version)Tipo de ítem: Ítem , Percepciones de padres de familia sobre las actividades lúdico-culturales de los llanos orientales en el fortalecimiento del desarrollo psicomotor de niños y niñas de 2 a 4 años, en la unidad comunitaria de atención (UCA) construyendo sueños 2, vereda La Barranca, Paz de Ariporo, Casanare, 2025(Universidad Santo Tomás, 2026-04-22) Angarita Suarez, Ninfa Yaneth; Roa Alfonso, Durley Astriht; 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=0002179382; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002180098; https://scholar.google.com/citations?user=26LGwwcAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-0988-0986This study analyzes parents’ perceptions of the potential of recreational and cultural activities in the Eastern Plains to enhance psychomotor development in children aged 2 to 4 at the Construyendo Sueños 2 Community Care Center, located in the village of La Barranca in the municipality of Paz de Ariporo, Casanare. The research problem arises from the decline in the daily practice of games, songs, circle games, and cultural expressions typical of the region, limiting children’s opportunities to interact with these traditional activities that promote movement, coordination, and social interaction. The purpose was to understand how families perceive the educational value of these cultural practices in children’s psychomotor development. The research was conducted using a qualitative, descriptive-interpretive approach, employing semi-structured interviews, focus groups, and participant observation as data collection techniques, applied to parents associated with the institution. The results showed that families recognize the importance of recreational and cultural activities as experiences that promote physical expression, socialization, and the construction of cultural identity; however, their practice has declined due to changes in family dynamics and the growing use of digital technologies. In conclusion, the need to strengthen the integration of these cultural practices into early childhood education processes is emphasized through context-specific pedagogical strategies that promote both psychomotor development and the preservation of the Llanera culture.Tipo de ítem: Ítem , La literatura y la tecnología como medios para fortalecer la lultura llanera en la primera infancia.(Universidad Santo Tomás, 2025-12-03) Carreño Mendivelso, Maria Shirley; Vega Sierra, Maria Yolima; Vargas Castañeda, Jacqueline; Naranjo Jimenez, Luz Angela; Univesidad 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=0002191043; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002189340; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002189372; https://scholar.google.com/citations?user=dANTeIIAAAAJ&hl=es&oi=ao; https://scholar.google.com/citations?user=dANTeIIAAAAJ&hl=es&oi=ao; https://orcid.org/0009-0004-6198-2033; https://orcid.org/0009-0000-3811-2364; https://orcid.org/0009-0009-0507-0618This paper documents and analyzes the experience titled “Rescue and Strengthening of Llanero Culture through Children’s Literature and Technological Mediations,” carried out at the Palmaritos Child Development Center in Paz de Ariporo, Casanare, with children aged 3 to 5. The central thesis argues that the integration of children’s literature, local culture, and the pedagogical use of technology significantly contributes to the development of language, creativity, and a sense of cultural belonging in early childhood. The methodology was based on a qualitative action–participation approach, which made it possible to recover, analyze, and reflect on educational practice through observations, field notes, and audiovisual documentation. The results showed progress in reading motivation, oral expression, and the appropriation of Llanero cultural values. Furthermore, it was evident that digital tools, such as audiobooks and interactive games created in Canva, enhance children’s attention, comprehension, and participation. In conclusion, the analysis of the research process reaffirms that educating through culture and with the support of technology generates meaningful learning experiences, strengthens teaching practice, and contributes to the preservation of regional identity from early childhood.Tipo de ítem: Ítem , Fortalezco mi concentración y atención a través del juego(Universidad Santo Tomás, 2026-01-22) López Contreras , Emilce; Báez Rojas , Jasmín; Suárez Molina, Nubia Roció; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000790613; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002191101; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002094354; https://scholar.google.com/citations?user=OmtXfbQAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0003-1794-203XThis qualitative action research project emerged from the research group “Tejer Entre Nos Otros” and aimed to design and implement a pedagogical booklet of games to improve sustained attention and concentration processes in twenty children aged 4 to 5 from the Arcoíris de la Infancia CDI in Tunja. The initial problem revealed that the children experienced significant difficulties in maintaining attention during pedagogical activities for more than ten minutes, a situation attributed to factors such as early exposure to screens and a lack of meaningful communicative interactions. Through a methodology that combined direct observation, surveys administered to educational agents, and the implementation of ten playful workshops, and grounded in the theoretical framework of Sevilla (2013), Ardila (2007), and Piaget (1952), the study demonstrated that the use of structured playful strategies enhances the ability to focus and sustain attention. The results indicate that the children not only achieved greater cognitive self-regulation and a more positive disposition toward learning, but also that the booklet was consolidated as a replicable didactic resource that strengthens pedagogical practices in vulnerable contexts.Tipo de ítem: Ítem , Reconstrucción reflexiva de una práctica pedagógica comunitaria orientada al fortalecimiento de la comunicación intrafamiliar en contextos de educación infantil(Universidad Santo Tomás, 2026-02-08) Hurtado Carrillo, Nidia Isabel; Vega Ospino, Deilis Ines; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002094664; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001998565; https://orcid.org/0009-0004-8253-2971This working paper presents a reflective analysis of a community-based educational experience carried out in 2023 at the Social Outreach Center of Santo Tomás University in Villavicencio. The main purpose was to strengthen family communication through workshops grounded in literature, art, play, and environmental learning. A qualitative approach was used, drawing on field journals, participant observation, and dialogue spaces with single mothers and their preschool-aged children. The findings indicate that expressive and playful activities enhanced interaction and emotional bonding within families, fostering more open communication. Additionally, the experience contributed to teacher development by encouraging critical reflection on the educator’s role in community contexts. It is concluded that analyzing and recovering real educational practices offers valuable tools for designing inclusive and sensitive strategies that respond to the needs of families and children, reinforcing early childhood education from a relational and participatory perspective.Tipo de ítem: Ítem , Sistematización de la experiencia pedagógica: "dinosaurios, un mundo por descubrir"(Universidad Santo Tomás, 2025-12-23) Porras Sanabria, Senaida; 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=0002180186; https://orcid.org/0009-0002-2412-676XThe systematization of the "Dinosaurs, a World to Discover" experience validates a low-cost pedagogical model aligned with Colombia’s Early Childhood development guidelines. The study proves that genuine curiosity, managed through three specific stages—Wonder, Inquiry, and Consolidation—serves as the most effective curricular driver to overcome traditional learning fragmentation. The core finding highlights that excellence in STEAM competencies is a result of pedagogical intentionality and teacher resilience rather than financial budget, as everyday materials were successfully repurposed into scientific tools. Furthermore, the teacher’s role shifted from a content transmitter to a designer of provocations, utilizing immersive role-play (paleontology) to bolster socio-emotional skills such as empathy and negotiation. The conclusion asserts a vital interdependence between scientific and emotional development when driven by a methodology that respects child initiative.Tipo de ítem: Ítem , La lúdica como mediación pedagógica para el fortalecimiento del aprendizaje matemático en la primera infancia: Análisis de la experiencia “Dinosaurios y animales de la granja”(Universidad Santo Tomás, 2025-12-16) Dayana Lisbeth Parra Monroy, Dayana Lisbeth Parra Monroy; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002133119This working paper presents an analysis of the pedagogical experience “Dinosaurs and Farm Animals: Mathematical Adventures,” developed at the Liceo La Fuente de la Sabiduría (The Fountain of Wisdom High School). Its main objective was to strengthen the understanding of basic mathematical concepts in first and second grade students through play-based learning strategies. The study is based on the systematization of experiences approach proposed by Óscar Jara (2018), understood as a reflective process that allows for the recovery, interpretation, and reinterpretation of educational practice from the perspective of teacher knowledge. The methodology employed included the use of field journals, photographic records, student work, and teacher self-evaluation processes, all of which were analyzed using thematic coding. The results demonstrate that the incorporation of play, linked to children's interests—such as dinosaurs and farm animals—increased students' motivation, active participation, and willingness to learn mathematics. Likewise, an improvement was observed in the understanding of concepts such as counting, classification, and problem-solving, as well as significant progress in communication skills, cooperation, and autonomy. The reflection derived from the systematization process allowed for the identification of key factors that enhanced meaningful learning, including teacher mediation, symbolic play, and social interaction, supported by the theoretical contributions of Arias Sandoval, Ochoa and Herrera, Coello Ortiz, Andrade and Ambi, Gómez, Conejo, and Cortez. In conclusion, the experience confirms that play constitutes an effective pedagogical tool in early childhood and that systematization is consolidated as a valuable tool for strengthening and continuously improving teaching practice.