Dificultades en el desarrollo y su incidencia en el aprendizaje sostenible de los niños de 3 a 5 años de edad, desde la perspectiva familiar

Abstract

Abstract: This study evaluates developmental difficulties and their incidence in the sustainable learning of children aged 3 5 years old. The methods used are analytical, synthetic and statistical. The techniques applied are bibliographic compilation and field research. The main instrument of the study is semi-structured interviews with parents and teachers, teachers and parents share their perspective of the educational process for a child which allows us to understand their vision of the children's educational process. The research is carried out in a private school in Quito, Ecuador. The most common learning difficulties in a group of children who have had their first contact with the educational system during the COVID-19 pandemic school are identified. As evidenced, the pandemic introduced complexity in the teaching-learning journey for teachers, parents, and children. A conclusion is reached on the socio-emotional difficulties of the sample group. Based on its findings, the study recommends collaboration between parents and teachers in early childhood intervention. The proposed strategy includes management of each child s needs on an individual basis to address skill development and prevent and mitigate learning difficulties.