Del cumplimiento administrativo a la experiencia significativa: propuesta pedagógica para fortalecer la interacción y participación en la primera infancia.

Abstract

This research analyzes the impact of administrative overload on the pedagogical practices of educators and its effect on meaningful learning experiences for 2- to 3-year-old children at the Bambi Foundation in Medellín. The study stems from observations of institutional dynamics where administrative demands interfere with the processes of interaction, mediation, and pedagogical support within the developmental classroom. The research employs a qualitative, interpretive approach, utilizing techniques such as participant observation, semi-structured interviews, and document review. These tools allowed for an understanding of the educators' perceptions and the identification of the administrative dynamics that affect the development of meaningful pedagogical experiences. Among the most relevant findings, it was observed that administrative tasks and the instrumental use of audiovisual resources reduce opportunities for interaction and participation by children, negatively impacting pedagogical mediation and the quality of early childhood education experiences. In response to this problem, a pedagogical and institutional proposal was designed to strengthen meaningful experiences through the reorganization of pedagogical and administrative times, promoting practices centered on interaction, participation and teacher support.