Práctica docente desde el enfoque inclusivo en un centro de educación inicial de la ciudad de Cuenca.

Abstract

It is essential to understand the implications of inclusive education and how it addresses the individual needs of children. This research aimed to implement a system of activities that promotes teaching practice from an inclusive approach in an early education center in the city of Cuenca. The study was developed with a qualitative focus using the ethnographic method, which allows for exploring experiences in specific contexts. Valuable information was gathered through participant observation to analyze and understand the educational reality. The research focused on three key aspects: inclusive education, teaching practice, and activities for diverse classrooms, which allowed for a deeper understanding of the theoretical references and contributions in these fields. The theory was contrasted with practice through the application of techniques such as observation and interviews, using instruments like field journals and question guides that allowed for obtaining relevant data. The proposal for the system of activities was validated through expert judgment, receiving significant approval. This suggests that the proposal is suitable for implementation, as it promotes the participation of the school, family, and community in general. The system ensures that all children can participate freely, respecting their individual characteristics and creating safe and stimulating environments that foster the construction of meaningful experiences.