Personalized teaching as a key strategy to enhance meaningful learning in early childhood education

Abstract

Early childhood education is a fundamental stage for the comprehensive development of children, where personalized teaching is presented as a key pedagogical strategy to promote meaningful learning. This qualitative-descriptive study analyzed perceptions of personalized pedagogical strategies in early childhood education through semi-structured interviews with ten experienced teachers from different institutions in the province of Pastaza, Ecuador. The strategies evaluated include adaptive curriculum design, flexible grouping, peer tutoring, use of interactive multimedia resources, differentiated formative assessment, and the construction of an affective-empathic climate. The results showed that personalized teaching increases intrinsic motivation, active participation, deep understanding of content, academic performance, critical thinking, and adaptation to different learning rhythms, aligning with principles of equity, inclusion, and cultural relevance. However, significant barriers were identified, such as insufficient teacher training, limited time for differentiated planning, and a lack of technological resources, especially in rural settings. The conclusion was that personalized learning is not only viable but also necessary to guarantee quality early childhood education, highlighting the urgent need for educational policies that strengthen vocational training, promote curricular flexibility, and ensure equitable access to pedagogical and technological resources.