Pedagogical strengthening for the harmonious transition of children from the perspective of social inclusion.

Abstract

The research allowed through a pedagogical strategy the strengthening of harmonious transitions from early childhood to preschool education in the municipality of Timaná Huila, due to the few pedagogical practices carried out within the harmonious transition process, action research was implemented with a qualitative approach; 10 children, 2 educational agents of the CDI and 2 preschool teachers were chosen for the population under study. The information was collected through participant observation by means of the field diary and the semi-structured interview, the analysis of the information was carried out by means of the hermeneutic technique which allowed acquiring results taking into account investigative phenomena, within the findings it was found little knowledge on the part of the study population of the education regulations and concepts of harmonic transitions, also it was evidenced that the process of harmonic transition is carried out in a short time; during the development of the research the following conclusions were obtained: strengthening of pedagogical practices, by means of early childhood activities such as art, games, literature and exploration of the environment; likewise, the pedagogical strategy of the research was established within the pedagogical projects of the CDIs, to be implemented in future years.