Prácticas inclusivas y su incidencia en el aprendizaje sostenible observado en la Praxis Profesional de los Docentes de Educación Infantil con niños de 3 a 5 años

Abstract

Abstract:The present investigation incidence of inclusive practices in the development of sustainable learning, observed in the private teachers of three parishes of the city of Quito, during the period September 2020-June 2021, refers to the work carried out by early childhood education teachers with children from 3 to 5 years of age, to ensure the integration, participation and collaboration of all people; respect their rights, take advantage of the resources that nature offers us in a measured way to conserve the natural assets of future generations. The objective is to analyze the incidence of inclusive good practices in the development of meaningful learning carried out by Early Childhood Education teachers; In this exploration the inductive method was used, the qualitative analysis that allows asking questions before, during and after the collection and analysis of results, we worked with data collection through interviews with teachers, reading techniques were used, making it possible obtaining results and the respective analysis. It is concluded that an inclusive practice is carried out in our environment since without this, sustainable learning would not be possible, which will lead to environments of harmony and development respecting diversity in the educational, social (both within and outside the family) environment.