Meaningful experiences from research-based pedagogical practice: Bachelor’s Degree in Early Childhood Education

García-Yerena Carlos Enrique; Natalia Vásquez Viloria; Adriana Marcela  Pinedo Vásquez; Andrea Alejandra  Ponson Castro; Danna Valentina  García Riascos; Danna Isabella  Cabas Polo; Vanessa Díaz Clavijo; Valentina  García López; Angie Marcela  Avendaño Piedrahita

doi:10.5281/zenodo.24144747

Meaningful experiences from research-based pedagogical practice: Bachelor’s Degree in Early Childhood Education

Authors

García-Yerena Carlos Enrique, Universidad del Magdalena; Natalia Vásquez Viloria, Universidad del Magdalena; Adriana Marcela Pinedo Vásquez, Universidad del Magdalena; Andrea Alejandra Ponson Castro, Universidad del Magdalena; Danna Valentina García Riascos, Universidad del Magdalena; Danna Isabella Cabas Polo, Universidad del Magdalena; Vanessa Díaz Clavijo, Universidad del Magdalena; Valentina García López, Universidad del Magdalena; Angie Marcela Avendaño Piedrahita, Universidad del Magdalena

DOI: https://doi.org/10.5281/zenodo.24144747

Keywords:

Pedagogical practice, Research, Early childhood education

Synopsis

Significant Experiences from Pedagogical Research Practice: A Degree in Early Childhood Education stands as an essential formative and reflective work that rigorously bridges pedagogical theory with the reality of the early childhood classroom. Drawing on the contributions of faculty and the direct experiences of pre-service teachers from the University of Magdalena, the text provides a clear-eyed exploration of key themes in contemporary education: the role of situated research, the development of phonological awareness during early literacy, the use of play as a driver for multiple intelligences, and the fostering of empathy and autonomy through the Montessori method. Moving beyond the view of teaching as a mere transmission of knowledge or the mechanical application of techniques, the book positions the early childhood educator as a reflective practitioner and researcher—someone capable of dismantling standardized, homogeneous models to build classrooms that are truly inclusive, empathetic, and attuned to the holistic potential of every child.

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Author Biographies

García-Yerena Carlos Enrique, Universidad del Magdalena

Faculty member at the University of Magdalena – Santa Marta, Colombia. Holds a degree in Basic Education with an emphasis on Physical Education, Recreation, and Sports from the University of Pamplona, Colombia. Earned a Master’s degree in Physical Activity and Sports Sciences from the same institution. Holds a Doctorate in Educational Sciences from the University of Cuauhtémoc, Mexico.

Natalia Vásquez Viloria, Universidad del Magdalena

Faculty member at the University of Magdalena – Santa Marta, Colombia. Holds a degree in Preschool Education from the University of Magdalena, Colombia, and a Master’s degree in Science Education from the same institution.

Adriana Marcela Pinedo Vásquez, Universidad del Magdalena