Desarrollo de la autonomía mediante actividades basadas en la pedagogía de Reggio Emilia con infantes del subnivel 2 de la Unidad Educativa Herlinda Toral

Abstract

The present study called development of autonomy through a system of activities based on the Reggio Emilia pedagogy with infants of sublevel 2 of the Herlinda Toral Educational Unit, Cuenca-Ecuador. Its general objective is to promote the development of autonomy in the area of identity and autonomy through a system of activities based on the Reggio Emilia pedagogy of the initial sublevel 2 from 4 to 5 years parallel C of the Herlinda Toral Educational Unit. The research theoretically supported the development of autonomy in initial education, since it is essential to create habits around hygiene, food and social relationships, in order to achieve meaningful learning, for which several authors base on the importance of autonomy as: Martínez (2021), Carreño and Mendoza (2014) and Moreira et al. (2021) where it is the ability to function independently in a social environment. In the methodology of this research, a sociopolitical paradigm, qualitative approach, and design were applied, such as the case study with its respective phases. Additionally, instruments were used such as: the question guide, for legal representatives and the teacher, and an observation guide for infants. The result was positive with the study category, which is the development of autonomy, since with infants from 4 to 5 years of age, parallel C, it was improved that they would acquire said habits of hygiene and order, food and social relationship in an innovative way based on Reggio Emilia pedagogy. As a conclusion, it was obtained that the infants participated autonomously, which enabled them to carry out activities with greater freedom and self-confidence, with respect to hygiene and order habits, in relation to food and social relations.