Innovación en el diseño didáctico: metodologías activas para potenciar el aprendizaje en la Educación Inicial
DOI:
https://doi.org/10.62305/alcon.v6i1.914Keywords:
Active learning; Child development; Technological innovation; Early childhood educationAbstract
The evolution of instructional design in early childhood education has shifted from traditional control models to dynamic methodologies that respond to children's cognitive and socio-affective diversity. Continuous improvement of teaching skills enables comprehensive and inclusive learning. This study, based on an analysis of the scientific literature, documented the main active and innovative pedagogical methodologies applied to early childhood education and their impact on children's holistic development. A systematic literature review was conducted using the PRISMA methodology in the PubMed, SciELO, ScienceDirect, Scopus, and Google Scholar databases, with the MeSH descriptors "Technological innovation," "Active learning," and "Child development." Thirty-five articles published between 2021 and 2025 in English and Spanish were retrieved, selected for relevance and scientific rigor. It was concluded that Project-Based Learning (PBL) and gamification allow for the development of critical thinking and problem-solving skills at levels higher than those provided by traditional teaching models. Grade increases of 88.5% were reported, along with improvements in motivation and knowledge retention. Socio-emotional intervention programs and family participation in the child's educational process catalyzed the child's resilience and autonomy. Basing teaching on active methodologies, as a replacement for traditional teaching, is the main determinant of the increase and improvement in the quality of education.
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