Methodological strategies based on magnetic boards to promote active learning in 2 to 3-year-old children

Abstract

The research addressed the limited application of innovative methodological strategies in early childhood education, focusing on the cognitive development of children aged 2 to 3 years at the CDI “Plaza Mayorista” in Ambato, Ecuador. It was identified that traditional pedagogical practices predominated, which do not favor active or meaningful learning. Therefore, the impact of the magnetic board as a tool to stimulate active learning and enhance cognitive skills was analyzed. A mixed, non-experimental, and cross-sectional design was used with an intentional sample of 10 children and 10 educators. Data collection included structured observation and surveys conducted in three phases: preparation, application, and analysis. The results showed that 80% of the educators promoted interaction with didactic materials, while perceptions regarding the children’s mental agility were divided. Ninety percent supported the use of technological resources, and 100% agreed that the magnetic board favors cognitive development by improving comprehension, attention, and logical reasoning. The research demonstrated that this pedagogical tool fosters autonomous exploration and strengthens key skills in early childhood, responding to current demands for educational innovation. It is concluded that the magnetic board is an effective strategy to enhance active learning in young children, providing a replicable model for other institutions. It is recommended to strengthen teacher training in the use of technological resources to ensure comprehensive education aligned with the needs of early childhood.