La «A» de artes del enfoque STEAM: eje del desarrollo integral en los niños y niñas de 2 a 3 años del jardín aocial San Benito de Bogotá D.C.

Abstract

This research aims to strengthen the integral development of children aged 2 to 3 at the San Benito Social Kindergarten in Bogotá D.C., through the implementation of the STEAM approach (Science, Technology, Engineering, Arts, and Mathematics) mediated by artistic experiences. The identified problem lied in the scarce implementation of scientific inquiry proposals at early ages, often limited by a technical view of the STEAM approach and a lack of specific teacher training. Under a qualitative paradigm with a Pedagogical Action-Research (PAR) design, seven didactic sequences were designed and executed, based on Vygotsky`s symbolic mediation, Reggio Emilia`s environment as a third teacher, the material sensitivity of Waldorf Pedagogy, and Bronfenbrenner`s ecological model. The results, collected through field diaries, surveys, and semi-structured interviews, demonstrate that art functions as the natural language that allows the toddler to verbalize scientific hypotheses and solve simple engineering problems. Main findings include an increase in sustained attention, the ability to collaborate among peers, and the resignification of the family's role in the construction of learning environments. It is concluded that the inclusion of the “A” for Arts is not an aesthetic complement but the didactic axis that humanizes and makes science accessible in early childhood, transforming the classroom into a stage of wonder and social knowledge construction.