Aprendizaje inclusivo basado en los estilos de aprendizaje de niños en educación inicial de la Escuela de innovación UNAE.

Abstract

The present work entitled "Inclusive learning contemplating the learning styles of infants from 4 to 5 years of early education of the UNAE Innovation School" was the result of the process of pedagogical practices in which a problem situation was identified, where the following research question was generated: How to generate inclusive learning experiences in infants of the UNAE Innovation School, to respond, the general objective was raised: To strengthen inclusive learning contemplating the learning styles of infants from 4 to 5 years of early education. In addition, the contributions of Clavijo (2020), Hervada, et. al (2022), López (2018), Ortega et al. (2019) and Clavijo and Bautista (2020) are theoretically supported. Therefore, the methodology employed contemplates a socio-critical paradigm, with a qualitative approach and the action research method; information was collected with the techniques of observation, interview and its instruments the field diary and the guide of questions. The methodological development is based on the contributions of Alvarado and García (2008), Bonilla and Rodríguez (2005), Gómez et al. (2005), Latorre (2007). Finally, the data were analyzed and it was concluded that in order to generate inclusive learning it is important to know the diversity of the student body and the existing teaching styles in the classroom, so that the teacher can provide an adequate teaching-learning process, guaranteeing equal conditions for the students.