Practicas Inclusivas y su incidencia en el aprendizaje sostenible observado en la Praxis Profesional de los docentes de educación infantil con los niños de 3 a 5 años

Abstract

Abstract: Inclusive practices and their impact on Sustainable Learning observed in the professional praxis of early childhood education teachers with children from 3 to 5 years old, correspond to any action applied to introduce diversity in the classroom, through strategies and methods that allow the potentiation of the individual abilities of each student, which should be considered within the teaching-learning process. This plurality is not only related to physical or mental disability, but also emphasizes the different ways students have of thinking, acting or grasping information, as well as their culture, religion and nationality. That is why this research work, elaborated under the analytical, synthetic and bibliographic methods, examines the incidence of good Inclusive Practices and Sustainable Learning in Early Childhood Education, through the application of a questionnaire within the interviews conducted with 3 teachers of initial levels, whose purpose is to determine the percentage of applicability of these methodologies. The qualitative analysis and the results obtained corroborate the existence of Inclusive Practices in the classroom.