Eficacia docente, en el desarrollo infantil integral de los niños de 3-5 años en los centros de desarrollo infantil de Loja- Ecuador

Abstract

Abstract: This research analyzes teacher effectiveness in the comprehensive child development of children aged 3 to 5 years in the Child Development Centers in the city of Loja, Ecuador. The objective of the study was to explore how teacher effectiveness practices influence comprehensive child development at this educational stage. The research was conducted under a mixed-methods approach with a descriptive and interpretative cross-sectional design. The sample consisted of nine early childhood education teachers from public, private, municipal, and faith-based institutions, as well as one teacher from the United States. For data collection, the focus group technique was used, which was essential in obtaining the findings of the research. The results show that teacher effectiveness is mainly reflected in the quality of pedagogical interactions, the use of active methodologies centered on play, the creation of supportive and affective environments, and pedagogical mediation that promotes children's cognitive, socio-emotional, and communicative development. It is concluded that teaching practice constitutes a key factor in promoting comprehensive child development in early childhood education.