Application of active pedagogical models in meaningful learning in early basic education students

Abstract

Early childhood education is a crucial stage in children's holistic development, where cognitive, social, emotional, and motor foundations are established, influencing their future learning. Therefore, the application of active pedagogical models has gained relevance due to their capacity to promote student-centered learning experiences, fostering participation, exploration, and knowledge construction through meaningful experiences. This article analyzes the application of active pedagogical models in the meaningful learning of early childhood education students.

For this study, a descriptive and bibliographic research approach was used, based on a review of scientific articles, theses, and academic documents related to active methodologies and meaningful learning in early childhood education. The results of the review showed that strategies such as project-based learning, gamification, cooperative learning, discovery learning, and play-based activities contribute to strengthening students' cognitive and socio-emotional skills. Furthermore, it was identified that these methodologies increase children's motivation, autonomy, and active participation in the educational process.

It is concluded that the implementation of active pedagogical models fosters the development of meaningful learning by allowing students to connect new knowledge with their prior experiences and their immediate environment. In addition, these approaches promote dynamic and inclusive learning environments that respond to current educational needs and strengthen the quality of the teaching-learning process in early childhood education.