Educational guidelines: an emerging proposal for teachers and early childhood education professionals on early childhood enrichment in the Colombian Amazon
DOI:
https://doi.org/10.47847/Keywords:
Early stimulation, guidelines, teacher education, early childhood education, Amazon regionAbstract
This article presents the results of the fourth objective of the research project entitled “Early Stimulation and Didactics in Childhood: An Approach from Teacher Education in the Colombian Amazon Region,” conducted within the framework of the internal call of the Vice-Rector’s Office for Research at the University of Amazonia and carried out by members of the LINFA Research Seedbed during 2025. The specific objective guiding this work was to propose pedagogical guidelines as a formative approach to strengthen teacher and professional education in Early Childhood Education, based on the early stimulation approach in the Amazon region. The proposal was developed through the analysis of the research findings, the review of articles derived from the project, and processes of design, validation, and refinement of the guidelines through academic dialogues with experts and educational stakeholders from the territory. From a qualitative, interpretive, and propositional approach, contributions from pedagogy, neuroscience, intercultural education, and contextualized didactics are articulated, acknowledging the cultural, social, and territorial diversity of the Colombian Amazon. The resulting guidelines constitute a significant contribution to the research process by translating the findings into pedagogical orientations applicable to initial and continuing education for teachers and professionals who support early childhood.
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