El aprendizaje sensorial en el cuidado de las plantas en niños de educación inicial

Abstract

The purpose of this research work was to investigate sensory learning in plant care in children in early childhood education at sublevel 2 as an educational strategy that seeks to promote plant care in boys and girls from a very early age. The aim is to integrate sensory activities related to plant care. The method on which it was based is a qualitative approach, which allowed a detailed analysis of the impact of these sensory, emotional and cognitive activities on boys and girls. The study was framed within an exploratory scope and was supported by documentary research to proceed to establish a theoretical foundation. Two data collection techniques were used with their respective instruments, validated by experts in the area. The first technique was the interview with a script of open questions directed to teachers in early childhood education sublevel 2 in order to understand their experience and perception of sensory learning in plant care. The second technique was direct observation, using observation cards with clear indicators and a scale (Start, In progress, Acquired) applied to 25 boys and girls from the “Francisco Flor” Educational Unit. In conclusion, sensory learning in plant care enhances fundamental skills and values in early education, such as responsibility, respect for the natural environment and the development of an emotional connection with nature. This approach not only contributes to children's cognitive and emotional development, but also fosters environmental awareness from an early age.