Cuentos interactivos que rompen estereotipos de género en niños de 3-4 años.

Abstract

The present Curricular Integration Work (TIC), entitled “Interactive stories that break gender stereotypes in 3-4 year old children”, objective to develop educational strategies that address gender stereotypes in the teaching-learning process within the area of Identity and Autonomy in the initial sub-level 2, in an Educational Unit in Azogues, Ecuador. This research is based on a qualitative approach and adopts a case study design under the interpretative paradigm. The authors who have theoretically supported the study include Abraham Maslow, Bronfenbrenner, and the Early Education Curriculum of 2014. The techniques and instruments used for data collection include participant observation-field diaries, semi-structured interview-question guide and focus group. The analysis of the information was carried out through grounded theory, open, axial and selective coding, which made it possible to identify a key diagnostic for the proposal entitled “Equal Adventures”. The scientific result includes the creation of nine realistic stories inspired by Montessori pedagogy, aimed at strengthening identity, child autonomy and values of inclusion, diversity and self-confidence. One of the most relevant conclusions points out that interactive stories are an effective tool to promote inclusive and equitable education from the first years of life.