Pregrado Licenciatura en Educación Infantil
URI permanente para esta colecciónhttp://hdl.handle.net/11634/13124
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Tipo de ítem: Ítem , El tejido como herramienta pedagógica para potenciar las habilidades sensoperceptivas y la resignificación de saberes ancestrales en la primera infancia(Universidad Santo Tomás, 2026-10-12) Tarapues Puetate, Doris Mercedes; Tarapues Piarpuezan, Teresa Jesusa; Buitrago Bolívar, 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=0002183915; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002183933; https://scholar.google.com/citations?user=26LGwwcAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-0988-0986This systematization aims to document, organize, and interpret the pedagogical experience of weaving carried out with families from the Panan Indigenous Reserve. It seeks to answer the research question: How can sensory-perceptual and motor skills be enhanced through community weaving experiences among ten families—comprising expectant mothers, nursing mothers, and children under two years of age—participating in the "Caritas" and "Carita de Ángel" care units (under the FAMI model) of the Panan Indigenous Reserve during 2025? The objective is to understand the contribution of weaving to sensory-perceptual development in early childhood and to the reinterpretation of the ancestral knowledge of the Pasto people, while critically reflecting on the lived experience to derive transferable insights—aligning with the perspective of Jara Holliday (2018), who notes that systematization allows for the reconstruction of an experience in order to transform it into knowledge.Tipo de ítem: Ítem , Memoria lúdica comunitaria: juegos tradicionales como herramienta pedagógica en la educación infantil en contextos territoriales diversos(Universidad Santo Tomás, 2026-10-07) Páez Izquierdo, Ludys del Socorro; Arias Sánchez, Aura Nelly; Páez Díaz, Liney del Carmen; Noble Zúñiga, Ángel David; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002088388; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002181393; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002186586; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002191308; https://orcid.org/0009-0000-8064-1016This systematization of experiences aimed to analyze the pedagogical and cultural value of traditional games as a tool to strengthen learning processes, cultural identity, and holistic development in early childhood education. The experience was carried out in urban and rural Child Development Centers in the municipality of Cotorra, Córdoba, with the participation of early childhood children, families, teachers, and community knowledge holders. Methodologically, a qualitative and participatory approach was adopted, supported by techniques such as participant observation, field diaries, semi-structured interviews, traditional game workshops, photographic and audiovisual records, an information reordering matrix, and a categorical matrix.Tipo de ítem: Ítem , Jugando y aprendiendo: el juego como herramienta de desarrollo integral en niños y niñas de 2 a 5 años del hogar comunitario Los juguetones del municipio de Roberto Payan.(Universidad Santo Tomás, 2026-10-07) Ortiz Guerrero, Maria Yady; Godoy Caicedo, Jaela de Jesus; Nobles Zuñiga , Angel David; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002185260; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002275844This systematization of experiences aims to analyze and reflect upon the pedagogical practice carried out at the Los Juguetones Community Home in the municipality of Roberto Payán, where play was implemented as a central tool to foster the comprehensive development of children aged 2 to 5. This experience arose from the need to strengthen learning processes through a playful perspective, recognizing play as one of the guiding activities of early childhood and as a fundamental right of children under Colombian law. The process was framed within a qualitative pedagogical action-research approach, which facilitated the observation, recording, and analysis of the transformations that occurred in both the children and the teaching practice. The experience revealed that play not only promotes cognitive, physical, and socio-emotional development, but also strengthens creativity, autonomy, and social interaction. Through reflective analysis, significant progress was observed in the children's participation, communication, and emotional expression, as well as a greater understanding on the teacher's part regarding the pedagogical value of play. The systematization concludes that play, when deliberately incorporated into educational practice, becomes a powerful resource for meaningful learning and the comprehensive development of children.Tipo de ítem: Ítem , Acompañamiento familiar y desarrollo infantil(Universidad Santo Tomás, 2026-09-30) Joya Bautista, Martha Isabel; 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=0002191255; https://orcid.org/0000-0002-4059-4304This article examines the teaching work of Family Support and Child Development to help grow old ways and faith in Gámeza, Boyacá, made in a farm setting where groups take part in young child learning plans. The research comes from the desire to see how much family backing helps whole growth of kids, plus its effect on saving culture acts, old habits, and spiritual thoughts unique to the group. Methodologically, the research was guided by the systematization of experiences with a qualitative approach, allowing for the reconstruction and interpretation of the pedagogical and sociocultural dynamics developed with families and young children. The findings demonstrate that the active participation of mothers, caregivers, and the community strengthens socio-emotional development, the construction of cultural identity, and the intergenerational transmission of knowledge, especially through play, traditional narratives, religious celebrations, and community practices. Furthermore, it was identified that contextualized pedagogical experiences foster stronger emotional bonds and contribute to the appropriation of cultural and community values from an early age. It is concluded that family support is a fundamental element for child development and for the preservation of cultural memory in rural contexts, allowing early childhood education to transcend the school setting and become a consolidated process involving family, community, and territory.Tipo de ítem: Ítem , Prácticas pedagógicas en las dinámicas familiares de niños y niñas en hogares comunitarios.(Universidad Santo Tomás, 2026-09-24) Cadena Pabon, Angela Sofia; Almeira Certuche, Dora Milena; Noble Zuñiga, Ángel David; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002088388; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002191084; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002183026; https://orcid.org/0009-0000-8064-1016This systematization documents the pedagogical experience developed within our Service Units (UDS)—located in both rural and urban settings within the municipality of Pasto—in environments characterized by diverse family, social, and cultural conditions. The care process is guided by the standards of the Colombian Institute of Family Welfare (ICBF), which frame the actions regarding care and protection, pedagogical experiences, and family support (ICBF, 2025). The central focus of our systematization comes to life through the guiding activities of early childhood: play, art, literature, and exploration of the environment. Far from being mere tools, these playful experiences—and the materials we intentionally prepare for each space—serve as a bridge to spark curiosity, enhance cognitive, physical, and sensory capabilities, and strengthen creativity in relation to the world around us. Beyond simple methodological execution, integrating play, art, literature, and environmental exploration became both a constant challenge and an opportunity for transformation in our practice. Analyzing this pedagogical approach allows us to understand that these elements are not merely isolated didactic resources, but true mediators that shift the daily routine toward an exercise in critical reflection. By fostering physical and relational spaces mediated by play, we observe how children are able to step outside the everyday to inhabit their environment in a new way. This challenges us, as teachers, to constantly rethink our role: it is no longer about teaching content, but about weaving together experiences where creativity emerges from the bond between the children's local reality and the educational act. We aim to capture these experiences and achievements in this study to critically examine our actions and foster continuous improvement in the work performed at our service units (UDS), aligning our efforts with the requirements and suggestions of the Service Management Company (EAS) and the periodic visits from the Pasto I Zonal Center coordination team, who evaluate the final outcomes of our work.Tipo de ítem: Ítem , La pintura como estrategia para el desarrollo de percepción y atención en la primera infancia en el CDI San José la pintura como estrategia para el desarrollo de percepción y atención en la primera infancia en el CDI San José(Universidad Santo Tomás, 2026-09-24) Orduz Mesa, Yaneth Catalina; Rojas Bastidas, Martha Isabel; Gómez Gutiérrez, Elsa Ibeth; 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=0002188824; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002191133; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002191485; https://orcid.org/0009-0004-6198-2033This study focuses on the implementation of a pedagogical proposal based on painting as a didactic strategy to strengthen cognitive skills, specifically attention and perception, in children aged 4 to 5 years at the Centro de Desarrollo Infantil (CDI) San José, located in Monguí, Boyacá. From a qualitative approach, the research adopted a pedagogical action-research design in order to diagnose needs related to these skills, design and implement contextualized artistic activities, and analyze their effects on the development of attention and perception. The participant population consisted of children from the CDI, as well as the pre-service teachers responsible for the pedagogical intervention. Techniques such as participant observation, field journals, and the implementation of painting workshops aimed at developing attention and perception were used. The results showed significant improvements in children’s concentration, ability to follow instructions, visual discrimination, and sensory exploration. Additionally, some limitations were identified, such as limited resources and reduced time for the implementation of the activities. This research proposes a contextualized pedagogical strategy that can be replicated in other educational settings, highlighting the importance of integrating painting as a transversal axis of cognitive development. It is concluded that painting is not only an artistic activity, but also an effective pedagogical tool for strengthening attention and perception in early childhood.Tipo de ítem: Ítem , El impacto del uso de dispositivos tecnológicos en niños menores de cinco años de la UDS Corazón de María(Universidad Santo Tomás, 2026-09-26) Benavides Vallejo, Edith del Rosario; Montenegro Benavides, Amanda Eulalia; 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=0002183868; Edith del Rosario Benavides Vallejo; https://scholar.google.com/citations?user=kqWN16AAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-2891-0669The purpose of this research was to analyze the impact of using technological devices on the cognitive and socio-emotional development of children under five years of age at the Corazón de María Service Unit, located in the municipality of Potosí (Nariño). The study employed a qualitative approach based on the Pedagogical Action-Research methodology, involving children under five, their parents, and their caregivers. Data collection methods included pedagogical observation, home visits, and dialogue sessions with families. The information gathered was organized, interpreted, and analyzed in relation to categories concerning cognitive and socio-emotional development, attention, social interaction, emotional regulation, and family support. Throughout the process, voluntary participation, information confidentiality, and respect for the children and their families were ensured. The findings revealed that frequent, unmediated use of mobile phones is associated—in some cases—with attention difficulties, reduced social interaction, and fewer opportunities for play and exploration. In response, an informational brochure for parents and caregivers was designed and implemented to strengthen family mediation and promote healthy technology usage habits.Tipo de ítem: Ítem , Exploración del entorno natural en niños y niñas de educación infantil: sistematización de una experiencia pedagógica para el fortalecimiento del vínculo familia–escuela(Universidad Santo Tomás, 2026-09-25) Rangel Rangel, Dina Luz; Páez Trigos, Francelina; 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=0002417028; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002198694; https://orcid.org/0000-0002-4059-4304This systematization aimed to reconstruct and critically interpret the pedagogical experience Little Nature Explorers, carried out with children aged 2 to 5 years and their families, in order to analyze the contributions of nature exploration to strengthening the family–school relationship. The experience included observation, experimentation, direct interaction with nature, school gardening, environmental walks, and the creation of educational materials using recycled resources, encouraging the active participation of children, families, and educational agents. The study was based on the socio-critical paradigm and Jara's (2018) systematization methodology, which made it possible to reconstruct the lived experience, interpret the learning outcomes, and identify the transformations generated throughout the pedagogical process. The findings showed that nature exploration stimulated curiosity, observation, inquiry, and knowledge construction through meaningful learning experiences. In addition, family participation strengthened shared responsibility in educational processes and reinforced the relationship between home and the educational setting.In conclusion, nature exploration is a valuable pedagogical strategy for early childhood education because it promotes contextualized learning experiences that contribute to children's holistic development and provide guidance for future educational practices.Tipo de ítem: Ítem , Dificultades de aprendizaje de los niños del grado tercero de primaria del colegio Guillermo León Valencia(Universidad Santo Tomás, 2026-09-25) Moreno Martinez, Malory; 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=0002132997; https://scholar.google.com/citations?user=26LGwwcAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-0988-0986This research was conducted based on professional practicum activities carried out during the second term of 2024 at the Guillermo León Valencia School, located in Barranca Lebrija, Cesar. The study aimed to identify difficulties observed in the learning processes of 20 third grade primary students—specifically in reading, writing, mathematics, and oral expression—in order to determine which areas required greater strengthening through pedagogical practice. Based on observations of the school context and situations encountered during the educational process, the study analyzed factors associated with these difficulties and guided the design of pedagogical strategies tailored to the students' needs. The research employed a qualitative approach, utilizing techniques and instruments such as direct observation, field journals, document analysis, problem tree analysis, structured surveys, and interviews. The results revealed difficulties related to reading comprehension and production, writing, the development of mathematical thinking, and oral expression. Additionally, institutional, familial, and socioeconomic factors influencing these learning processes were identified, including limited resource availability and the need to strengthen teacher training as well as academic and emotional support from families. Key effects observed included difficulties in academic performance, lack of motivation, and low self-esteem, alongside challenges regarding school interaction and participation. Consequently, the study highlights the importance of strengthening learning processes through playful, inclusive, and contextualized pedagogical strategies that foster student participation and address their educational needs. Furthermore, it emphasizes the importance of collaborative efforts among teachers, families, and the educational community to provide timely support and, when necessary, refer students to appropriate professionals for specialized assessment.Tipo de ítem: Ítem , Percepciones de las familias y cuidadores de niños y niñas de cero a dos años sobre el uso de pantallas digitales y su influencia en las relaciones afectivas y familiares.(Universidad Santo Tomás, 2026-09-25) Narváez Fuerte, María Isabel; 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=0002184348; https://scholar.google.com/citations?user=kqWN16AAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-2891-0669This pedagogical action-research project, employing a qualitative approach, analyzes the perceptions of families and caregivers of children aged zero to two regarding the use of digital screens and its influence on affective and family relationships at the "Unión y Progreso" Service Unit (UDS) in the rural district of Cárdenas (Potosí, Nariño). Data collection was consistently carried out through qualitative techniques and specific instruments: in-depth interviews conducted with mothers and caregivers, and participant observation recorded in field diaries. The findings reveal that mobile devices and television are primarily used as instrumental tools for behavioral pacification and domestic support to manage daily rural work routines. This practice triggers parental technoference and sensory dependence in infants, displacing essential face-to-face linguistic and affective interactions. In response to this reality, a pedagogical proposal was designed and implemented, consisting of a virtual guidebook and formative workshops. The study concludes that strengthening conscious technological mediation within the household transforms parenting practices, enabling caregivers to establish normative agreements that prioritize free play, socio-affective dialogue, and the exploration of the natural environment as irreplaceable pillars for holistic early childhood development.Tipo de ítem: Ítem , Reflexión documental sobre la labor del maestro rural en la implementación de las tic en instituciones educativas rurales del departamento de Córdoba.(Universidad Santo Tomás, 2026-09-25) Benitez Cerpa, Wendy Dayana; Salamanca Marín, Martha Janneth; Caballero Suárez, Leidy Yohana; 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=0002191061; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002184833; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001668593; https://orcid.org/0009-0004-6198-2033; https://orcid.org/0009-0004-9642-6563This working paper analyzed the role of rural teachers in the implementation of information and communication technologies (ICTs) in educational institutions in the department of Córdoba, with a special focus on early childhood education. The research was conducted through a qualitative document review, based on 17 academic sources published between 2016 and 2026, which addressed rural education, the integration of ICTs, and teacher training from regional, national, and international perspectives. The study was contextualized within rural Córdoba, characterized by geographic dispersion, socioeconomic inequalities, connectivity limitations, and the presence of multigrade schools—conditions that affect children's educational opportunities. The analysis was organized into five categories: the context of rural education; structural conditions and the digital divide; the role and training of rural teachers; the pedagogical use of ICTs in rural areas; and the pedagogical use of ICTs in early childhood education. The results show that the incorporation of ICTs does not depend solely on having technological equipment or internet access. Their effective use is closely linked to the teacher's ability to adapt these resources to the specific context, give them a pedagogical purpose, and respond to the needs of their students and the educational community. In this sense, the use of offline tools, along with innovation in teaching practices and ongoing teacher training, emerges as an alternative to address the limitations inherent in rural environments. Consequently, rural teachers are recognized as key players in transforming contextual conditions into learning opportunities that foster the holistic development of children in early childhood education.Tipo de ítem: Ítem , Educación emocional desde la sistematización de una experiencia pedagógica(Universidad Santo Tomás, 2026-09-25) Galván Varela, María Fernanda; Delga Echeverri, Hillary; 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=0002195482; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002197438; https://scholar.google.com/citations?user=kqWN16AAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-2891-0669; https://orcid.org/0009-0003-8817-8099; https://orcid.org/0009-0000-1332-9217This undergraduate thesis aims to systematize pedagogical experiences focused on emotional education and restorative practices developed at the Didackids School Support Center with children between 3 and 10 years of age, in order to understand their contributions to emotional regulation, the prevention of school violence, and the strengthening of school coexistence. The systematization was developed based on the approach proposed by Jara (2018), through the reconstruction, critical interpretation, and consolidation of the learning derived from the pedagogical experience. Strategies based on play, art, literature, dialogue, pedagogical mediation, and restorative practices were implemented and adapted to the characteristics and needs of the participating groups. The results showed progress in the recognition and expression of emotions, assertive communication, empathy, active listening, participation, and peaceful conflict resolution. Likewise, teacher support and the creation of safe spaces were identified as fundamental elements in fostering these processes. It is concluded that emotional education and restorative practices can contribute to strengthening relationships based on respect, responsibility, and empathy, promoting the construction of a culture of peace from early childhood.Tipo de ítem: Ítem , Semillas de emociones: desarrollando la inteligencia emocional en la primera infancia(Universidad Santo Tomás, 2026-09-25) Gutiérrez Mazo, Anyi Lorena; Lemus Bohórquez, Claudia Marcela; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000050636; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002135104; https://scholar.google.com/citations?user=SvbD-CYAAAAJ&hl=es&oi=ao; https://orcid.org/0009-0006-4345-176XThis experience systematization, entitled *Seeds of Emotions: Developing Emotional Intelligence in Early Childhood*, reconstructs and analyzes a pedagogical experience developed between 2023 and 2024 within the Family-Based Early Childhood Development Program (DIMF) of the Colombian Family Welfare Institute (ICBF), in different rural contexts of the municipality of Abejorral, Antioquia, Colombia. The experience arose from situations related to some children’s difficulties in recognizing and expressing their emotions, as well as caregivers’ concerns about how to appropriately accompany these emotional experiences. The purpose was to analyze how the pedagogical strategies implemented within the family-based program fostered opportunities for the development of emotional intelligence among young children in a rural context. To achieve this, significant pedagogical experiences were reconstructed and different sources of information were analyzed, including field diaries, lesson plans, activity evidence, family perspectives, and results from the “Relationship with oneself” component of the Revised Qualitative Child Development Assessment Scale (EVCDI-R). Ten significant experiences based on play, literature, art, exploration, dramatization, and dialogue with families were selected. The findings made it possible to identify opportunities for strengthening children’s recognition, expression, and emotional support, as well as skills related to communication, empathy, autonomy, and coexistence. The role of families as key actors in emotional support was also highlighted, together with the need to implement flexible strategies adapted to the characteristics of rural contexts. The EVCDI-R results showed variations between 2023 and 2024 in the “Relationship with oneself” component; however, these results were considered complementary evidence and, on their own, do not allow a causal relationship to be established between the pedagogical strategies and the observed changes. In conclusion, the experience highlighted the importance of promoting intentional, participatory, and context-sensitive emotional education, articulating the work of children, families, and educational agents.Tipo de ítem: Ítem , Uso de cuentos para incentivar la lectura y favorecer el aprendizaje de los niños del grado transición en la institución educativa nuestra señora del Carmen, Canalete-Córdoba(Universidad Santo Tomás, 2026-09-24) Jiménez Gálvez, Yesenia María; Pacheco Doria, Dilia; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001412312; https://orcid.org/0000-0002-5498-5496The objective of this research was to characterize the influence of the narration of children's stories in promoting the reading habit and improving the learning of students in the transition grade of the Nuestra Señora Del Carmen Canalete Educational Institution, Córdoba. The study addressed as main categories the importance of reading in early education; strategies to encourage the reading habit; and the story as a pedagogical strategy. The proposal is constituted through a qualitative methodology with an action research approach. The importance of creating adequate spaces to motivate school children was evidenced; the need to train the teaching staff in the use of digital media and to continue developing research proposals that consider children's literature valuable.Tipo de ítem: Ítem , Cómo se promueve la participación de la familia en las diferentes actividades rectoras del centro de desarrollo infantil los Sabaneritos(Universidad Santo Tomás, 2026-09-24) Contreras Rodelo, Martha Cecilia; Rodríguez Mercado, Marilis; Rodelo Vitola, Katerin; Rondón Riascos, Norma Constanza; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001557260; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002184252; https://orcid.org/0000-0002-0478-9649The purpose of this synthesis of experiences was to understand the benefits of family participation in the guiding activities carried out at the Los Sabaneritos Child Development Center (CDI), located in Sincelejo, Sucre, and its contribution to strengthening early childhood education processes. The initiative arose from the observation that family participation was initially limited due to work, family, and economic circumstances, as well as a lack of awareness of their shared responsibility in early childhood education. The process, carried out in 2025, consisted of three phases: assessment of the situation, implementation of pedagogical strategies, and reflection on the experience. Data were collected through observation, semi-structured interviews, field journals, and activity logs. The strategies were based on play, art, literature, and environmental exploration, carried out through workshops and participatory experiences with children, families, and educators. The findings revealed progressively more active family involvement, accompanied by greater trust, communication, and recognition of their responsibility in educational processes. Additionally, experiences were observed that fostered emotional bonds, motivation, and participation among children. It is concluded that flexible, context-specific, and participatory strategies promote family engagement, although barriers related to work and family circumstances persist. Therefore, the need to strengthen ongoing processes of support, communication, training, and follow-up is emphasized in order to consolidate shared responsibility between families and institutions and promote a more meaningful and comprehensive early childhood education.Tipo de ítem: Ítem , Transformación participativa de los factores asociados a la deserción escolar en mujeres jovenes de la vereda bajo grande del municipio de San Antero, Córdoba(Universidad Santo Tomás, 2026-09-24) Pérez Villegas , Mirna Luz; Emilianis Garcés , Mary Luz; Hernández Tapia , Blanca Rosa; 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=0002185068; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002416515; https://orcid.org/0000-0002-4059-4304This study examined the factors associated with school dropout among young women enrolled in the “Los Gatitos” Community Care Unit (UCA), located in Bajo Grande, a village in the municipality of San Antero, Córdoba. The issue relates to the difficulties participants face in continuing their education due to various barriers, such as institutional, family, social, and economic vulnerability. This research is grounded in the critical social paradigm, employing a qualitative approach and a Participatory Action Research (PAR) design. The methods used to collect data included semi-structured interviews, focus groups, and field notes, applied to a sample of eight young women. The results were analyzed using categories of institutional, family, socioeconomic, and personal factors, employing data triangulation to strengthen the analysis of the findings. The results showed that dropping out of school stems from a series of causes, among which economic constraints, family responsibilities, early motherhood, and insufficient institutional flexibility significantly influence their decision to leave school. Likewise, the participatory action phase helped strengthen the participants’ self-esteem, self-care, and life plans, fostering a more positive attitude toward continuing their education. The study concludes that school retention requires comprehensive strategies involving family support, institutional backing, and personal reinforcement that promote the re-enrollment and continued education of young women in rural settings.Tipo de ítem: Ítem , La lúdica basada en juegos tradicionales para el fortalecimiento de la dominación lateral en estudiantes de grado primero(Universidad Santo Tomás, 2026-09-22) Molina Cervantes, Dennis Elena; Torres Argel, Nayda Latife; Díaz Díaz, Eliana; 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=0002280657; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002289531; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002272816; https://scholar.google.com/citations?user=kqWN16AAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-2891-0669Lateral dominance is an essential component of psychomotor development during the early school years due to its connection with skills such as coordination, spatial orientation, and learning. In the educational context, strengthening this ability from an early age presents a challenge for pedagogical practice, highlighting the need to incorporate teaching strategies that align with students' characteristics and interests. In response to this challenge, this research aimed to design a teaching proposal based on traditional games to strengthen lateral dominance in first-grade students. The study employed a qualitative approach, utilizing pedagogical action research methodology, which facilitated understanding the context, planning an educational intervention, and reflecting on teaching practice. Thus, this work offers an exploration of the potential of traditional games as a pedagogical resource in the school setting.Tipo de ítem: Ítem , Educación emocional en primera infancia: sistematización de estrategias socio afectivas en la unidad de servicio gotitas de amor(Universidad Santo Tomás, 2026-09-16) Quiroz Atencia, Eludith Isabel; Flórez Peralta, Sandy Luz; Pérez Estrada, Emilia Rosa; 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=0002058242; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002187698; https://scholar.google.com/citations?user=diSvoiUAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-3193-6034This study presents the systematization of a pedagogical experience carried out at the Gotitas de Amor Service Unit with children aged 2 to 5 years, aimed at strengthening emotional education as a fundamental axis of early childhood development. The research reconstructs and analyzes the socio-affective strategies implemented during 2025, with the purpose of transforming practice into useful and replicable knowledge. The methodological process was based on Jara-Holliday’s (2018) proposal, understanding systematization as a critical interpretation that turns lived experience into socially relevant learning. Qualitative techniques such as field diaries, participant observation, semi-structured interviews, and photographic records were employed, organizing the evidence into three stages: initial diagnosis, implementation of strategies, and results analysis. Findings reveal significant progress in three core categories: emotional awareness, self-regulation, and empathy. Teacher modeling and linguistic mediation were key factors for emotional recognition; self-regulation at early ages required adult co-regulation; and storytelling and dramatization proved to be privileged resources for fostering empathy and prosocial behaviors. The systematization highlighted achievements such as improved school coexistence and family participation, as well as limitations related to continuity between home and institution and the need for greater teacher training. Practical recommendations are proposed to strengthen family–school articulation, optimize pedagogical resources, and expand training in emotional education.Tipo de ítem: Ítem , 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/0000-0002-5408-0056This 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.Tipo de ítem: Ítem , 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 Ávila, Edith María ; Buitrago Bolívar, 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=0002184290; https://scholar.google.com/citations?user=26LGwwcAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-0988-0986This 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.