Diseño e implementación de estrategias pedagógicas desde la diversidad para fortalecer la participación infantil en experiencias de juego en el CDI Caminos de alegría (Cereté, Córdoba)

Abstract

This research focuses on the design of pedagogical strategies aimed at promoting the active participation of children in play and interaction experiences during early childhood at the Child Development Center (CDI) Caminos de Alegría, located in the municipality of Cereté, Córdoba. The study emerges in response to the limited participation of children in play-based activities, associated with the presence of attitudinal, methodological, communicative, and environmental barriers that affect integral development and interaction opportunities within the educational context. Using a qualitative approach and an action research method, the study seeks to understand and transform pedagogical practices through a reflective and participatory process involving teachers, families, and the educational community. This process allows for the analysis of play dynamics as a privileged space for recognizing childhood diversity and for constructing pedagogical experiences that are more sensitive to the characteristics, interests, and forms of participation of children. Data collection techniques include participant observation, semi-structured interviews, and field diaries. The information is analyzed through open and axial coding, supported by triangulation of sources. The theoretical framework is grounded in authors such as Vygotsky, Arnaiz, López Melero, and other key contributors to early childhood pedagogy, who recognize play as a mediator of development, social interaction as the basis of learning, and childhood as a subject of rights. The pedagogical strategies designed are expected to promote children’s participation, communication, and the strengthening of affective bonds, fostering learning environments that recognize and value diversity. Likewise, the study aims to strengthen teaching practices and family co-responsibility in the construction of contextualized pedagogical proposals that are consistent with the realities of early childhood. This research contributes to the field of early childhood education from a critical, ethical, and situated perspective, oriented toward recognizing diversity and encouraging children’s active participation in their educational experiences.