Atención a la diversidad mediante los rincones de aprendizaje en el Centro de Educación Inicial Particular Primeras Huellas

Abstract

This study analyzes the relevance of the application of learning corners as an alternative to educate in and from diversity at the early childhood education center Primeras Huellas. The proposal arises as an educational response to counteract exclusionary practices and adapt teaching to different learning styles and abilities. Diversity is understood as a resource to be exploited, not as a problem, and it is considered a resource to improve coexistence in socio-educational contexts. Methodologically, a qualitative approach is used under a socio-critical paradigm, through an action research design consisting of three phases: diagnosis, design and implementation of the proposal, and evaluation. Four teachers from Initial 1 and 2 levels participated, as well as 54 students. The results indicate that the implementation of learning corners is an effective strategy to address diversity in the classroom, considering the differences and individualities of children, and benefiting the learning process at early ages through play and creativity.