Estrategias adaptativas e innovadoras para favorecer la participación de niños con diversos estilos de aprendizaje en Educación Inicial Nivel II

Abstract

Abstract: The purpose of this research was to examine the theoretical bases that support educational practices focused on responding to diversity, encouraging child participation, and fostering children s holistic development. The study followed a qualitative, descriptive, documentary design, based on the review, analysis, and organization of both classical and contemporary perspectives on learning and child development, including constructivist approaches, Universal Design for Learning, learning style frameworks, active methodologies, playful learning, and the pedagogical integration of educational technologies. The findings indicate that combining these perspectives tends to promote more flexible, learner-centered teaching and to strengthen children s biopsychosocial development. At the same time, the study identifies constraints related to teacher preparation, the availability of resources, and the digital divide, with particular challenges in the Ecuadorian context. In conclusion, adaptive pedagogical strategies provide a strong foundation for improving educational quality in early childhood education, as long as they are supported by institutional measures that ensure ongoing professional development, pedagogical guidance, and contextual adjustment. Accordingly, it is recommended to reinforce teacher training and to foster inclusive, participatory learning environments.