Prácticas Inclusivas y su incidencia en elaprendizaje sostenible observado en la praxis profesional de los docentes de Educación Infantil del Centro de Desarrollo Infantil.

Abstract

Abstract: In the educational environment it is necessary to incorporate sustainable learning, because students require knowledge and tools for the development of academic and personal skills and abilities, i.e.,a change from traditional teaching towards autonomy and educational inclusion is sought. From this perspective, the present research aims to analyze the incidence of good inclusive practices in the development of meaningful learning carried out by early childhood education teachers, to achieve the proposed a qualitative-descriptive methodology that involves a bibliographic review of the theories on the subject and the application of an interview with three teachers in the area is planned. Among the main results, it is obtained that early childhood education teachers use the five components of the ATRIO model in correlation with responsive teaching strategies, a condition that was strengthened with the change from face-to-face activities to virtuality.