La Educación Multiedad, beneficios socioemocionales y cognitivos en niños de tres y cuatro años y su implicación en la primera infancia

Abstract

Abstract: This research analyzes the socioemotional and cognitive benefits of multi-age education from a pedagogical perspective focused on classroom diversity and its importance during early childhood. The research was conducted in a private early childhood center in Quito that implements multi-age classrooms in its practice. The purpose was to understand the model s influence on children s holistic development, pedagogical planning, classroom environment organization, and interaction among peers of different ages. A mixed-methods approach was adopted through a non-experimental, descriptive, and explanatory design, using teacher interviews, systematic observation records, and developmental assessments for three- and four-year-old children.The findings show that multi-age education supports the development of socioemotional skills such as autonomy, collaboration, empathy, and self-regulation, as well as cognitive abilities related to language, learning through modeling, problem-solving, and attention. In conclusion, when this model is applied intentionally and coherently, it becomes a relevant pedagogical alternative for strengthening comprehensive child development and fostering meaningful learning experiences in diverse early educational settings.