Research from the experience of teachers in Early Childhood Education

Abstract

Introduction: Research is essential in pedagogical practice to develop curricula that respond to formative needs in early childhood education. This study emphasizes the importance of early childhood educators reflecting on their actions in the educational process, considering dynamics such as migration and educational needs in diverse contexts. Methodology: using Participatory Action Research, interviews and document analysis were conducted in two public educational institutions in Norte de Santander, involving a total of 36 early childhood education teachers. Results: this revealed a necessity for specific competencies in educational research. Furthermore, the importance of innovative strategies in teaching reading emerges and the systematization of pedagogical practices for continuous evaluation. Discussion: emotional skills are crucial for motivation in research and learning, and the curriculum should be dynamic, promoting an investigative approach in education. Conclusions: these findings underscore the need for critical teacher training that surpasses traditional approaches, grounded in sociocultural, territorial, and contextual perspectives.