Licenciatura en Pedagogía Infantil
URI permanente para esta colecciónhttp://hdl.handle.net/11349/46
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Ítem Informe cátedra de infancias y pedagogía 2024(Universidad Distrital Francisco José de Caldas) Murcia Yossa, Lisdy Julieth; Beltrán Jimenéz, HaroldThis report compiles and analyzes the activities carried out during the 2024 Chair of Childhoods and Pedagogy, an academic space of the Bachelor’s Degree in Early Childhood Education at the Francisco José de Caldas District University. The document describes the main events, reflections, and contributions related to the program’s academic relevance and social impact, highlighting the participation of professors, students, graduates, and national and international guests. Likewise, it presents the conclusions derived from these meetings, which demonstrate the program’s progress, the strengthening of professional teacher identity, and the commitment to a critical, ethical, and transformative education for childhoods.Ítem ¿Por qué y para qué soy maestra?(Universidad Distrital Francisco José de Caldas) Herrera Murillo, Luisa Fernanda; Angulo Noguera , YamiletThis research report is part of the internship proposal as a graduation requirement for obtaining the degree of Bachelor in Early Childhood Pedagogy. The internship was carried out in collaboration with the Corporación Escuela Pedagógica Experimental (CEPE), an institution that emerged from the interest of a group of teachers in offering a new way of understanding education within a context that fosters the training of teacher-researchers. CEPE promotes an approach to education from multiple scenarios, enabling future teachers to assume their role more fully, take an active part in research groups within the corporation, generate new learning opportunities, engage with the educational context, share experiences with other teachers, and experience collaborative work. In this sense, the present study focuses on the essence of being a teacher, on personal inquiries, and on the individual meaning of the teaching vocation. It seeks to uphold the idea that being a teacher is not defined solely by academic training, but also by characteristics, knowledge, and experiences that go beyond strictly disciplinary aspects. To this end, a theoretical review was conducted through the works of various authors, providing the basis for understanding and analyzing the fieldwork carried out. This process reflects the research undertaken through participation in events and diverse scenarios within the EPE school, which allowed us to delve deeper into our own inquiries.Ítem El fortalecimiento de competencias comunicativas a través de la creación de podcasts con niños de grado tercero en la Institución Educativa Rafael Bernal Jiménez(Universidad Distrital Francisco José de Caldas) Molina Niño, Jenifer Stefania; Gary , Gari Muriel; Gary, Gari Muriel [0009-0002-4379-4317]This educational action-research project is situated within the field of Early Childhood Education, under the line of specialization in Language, Creation, and Communication, and is part of the actions of the Alunantes research group. The project began in 2023 with grade 203 and continued in 2024 with course 301. It responds to the challenges identified among third-grade students in engaging in dialogue and reflection on topics of interest. These challenges, along with a lack of attention to their concerns and the absence of adequate physical and temporal spaces, have left many of their thoughts and ideas in suspension, particularly regarding social and cultural issues that impact their daily lives. From these observed needs, the research question emerged: How can a pedagogical strategy based on the creation of a podcast be implemented to improve the communicative and expressive skills of students in Early Childhood Education? The podcast proposal is presented as an accessible and effective channel that provides children with a space for expression within the dynamics of the school environment. This pedagogical strategy is designed to create meaningful learning experiences, allowing students to develop and strengthen their communication skills through verbal expression exercises and interaction with recording devices, fostering their ability to communicate through the creative exploration that is intrinsic to childhood.Ítem Del cultivo a la mesa(Universidad Distrital Francisco José de Caldas) Matoma Bonilla, Erika Manuela; Angulo Noguera, YamilethThis research is part of the CEPE-UD Research Internship process, focused on Food Sovereignty, a concept that emerged during the collective gatherings within the internship. The initial issue arose from questioning the current relationship I have with food and observing the eating practices of people around me. After carrying out this initial process of exploration, a collection and analysis of key aspects and concepts was conducted, such as: Food Sovereignty, Food Security, Food Autonomy, food, meals, nutrition, among others. From there, a theoretical and contextual journey was developed, giving meaning to the traditional and cultural practices that my family carries out in their daily lives regarding planting, production, harvesting, distribution, and sale of the products they themselves grow in the countryside. This internship took place within the educational space of the Experimental Pedagogical School, participating in the Mazacotes y Menjurjes and Blue Economy spaces, with the purpose of highlighting these previously described elements.Ítem Latidos compartidos: Tejiendo empatía y participación a través de los lenguajes artísticos en primero de primaria en el IED Santa Librada de Usme(Universidad Distrital Francisco José de Caldas) Díaz López, Lesly Vannessa; Marulanda Hidalgo, Lynn; Marulanda Hidalgo, Lynn [0009-0009-1219-159X]This report reports on the process developed during the internship at the Santa Librada de Usme School. The main objective of this experience was: "Design and develop a pedagogical proposal for the enrichment of social and emotional skills in boys and girls with needs in New Educational and Inclusive Experiences (NEEIS) in Early Childhood and First, Second and Third Grade of the Basic Primary of the IED 'Santa Librada' through children's literature, listening and orality."Ítem Pintacuentos: Dibujos que hablan(Universidad Distrital Francisco José de Caldas) Caicedo Forero , Laura Alejandra; Marulanda Hidalgo, Lynn; Marulanda Hidalgo, Lynn [0009-0009-1219-159X]This report presents my experience as an intern at the Santa Librada District School, located in the town of Usme. I began my teaching process with third-grade children and ended it with first-grade children between the ages of 6 and 8. This change in the process was due to institutional reasons. The main objective of this internship proposal was to "design and develop a teaching proposal to enhance the social and emotional skills of children with New and Inclusive Educational Experiences (NEEIS) needs in early childhood and first, second, and third grades of primary school at the Santa Librada IED, through children's literature, listening, and speaking." This internship resulted in a teaching proposal entitled "Storytelling: Drawings that Speak," in which children's literature was implemented as a resource to strengthen the social and communication skills of children. This initiative began by recognizing stories that were appropriate for their ages, fostering imagination and creativity, and providing safe spaces for expressing their emotions and everyday experiences. The main objective of this proposal was to recognize how children's literature connects oral expression and listening, allowing for the exploration of emotions and fostering social skills.Ítem Letras en progreso: Potenciando la expresión y la empatía a través de la creación literaria, la escritura creativa y los títeres, como herramienta para mitigar la violencia en el curso 502, del colegio Rafael Bernal Jiménez(Universidad Distrital Francisco José de Caldas) López Hernández, Jenifer; Zapata Rincón, Danna Valeria; Gari Muriel, Gary; Gari Muriel, Gary [0009-0002-4379-4317]This research project was based on a year-and-a-half-long process of observation, introspection, and reflection on creative writing and the various means of expression through which narratives can be created, as well as how these intertwine with the coexistence, feelings, and experiences of the children of the Rafael Bernal Jimenez District School, Campus A and B. The project began with Grade 403 and continued with Grade 502. This research project was divided into three phases. In the first phase, a worrying rate of peer aggression in the school environment was detected. This problem raised pertinent questions that led to the research questions: How can school violence be mitigated through creative writing? What is the best way to foster effective communication between children? In the second stage, the exploration of various expressive languages began, allowing the children to recognize and value both their own emotions and those of their classmates. In addition, creative writing was encouraged as a means of personal expression. In the final stage, work was done on the creation of puppet shows, culminating in their performance in the classroom, where the students shared their work. This research project used creative writing, literary creation, and puppetry as a means of expression and enjoyment, but also as a bridge to mitigate school violence in Class 502.Ítem La expresión escrita como práctica liberadora en la infancia: Estrategias pedagógicas significativas para el reconocimiento del pensamiento y las experiencias de los niños y niñas de 402 de la IED Rafael Bernal Jiménez(Universidad Distrital Francisco José de Caldas) Enciso Suárez, Sully Daniela; Jaimes Ballesteros, Zireth Daniela; Díaz González , José Alexander; Díaz González, José Alexander [0000-0003-0198-6070]The research was grounded in the framework of the Educational and Pedagogical Practice within the Language, Creation, and Communication Specialization of the Early Childhood Education Degree, guided by a series of key questions that shaped the project’s approach: Why not imagine a world for children written by themselves, based on their experiences, fantasies, emotions, and thoughts? How does creative writing influence the recognition of the world from a child’s perspective? How important are literature and creative writing as means for children’s free expression? What strategies can we promote in the classroom to enhance children’s communication skills while acknowledging their view of the world? Based on these questions, this monograph was developed with the main objective of giving visibility to children’s representations of the world, their experiences, needs, and sensibilities through strategies such as the implementation of literature and free, creative writing. In summary, the findings of the research allowed us to conclude that the promotion of free and creative writing constitutes a meaningful and transformative pedagogical strategy that strengthens children’s authorship, subjectivity, and free expression, provided that affective, aesthetic, and respectful environments are fostered within their contexts. This reaffirms the importance of bringing children closer to children’s literature as a means to explore language, imagine new worlds, and construct meaning from their own experiences.Ítem Conviviendo con el corazón: Emociones que transforman el aula(Universidad Distrital Francisco José de Caldas) García Barbosa, Yeimy Alexandra; Rodríguez Puin , María Stefany; Beltrán Jiménez , HaroldThis research was conducted within the framework of the Subjectivity, Diversity, and Aesthetics research line, with the aim of understanding how girls shape their experiences in the school environment, recognizing the cultural and social richness that permeates them, and considering aesthetics as a path for learning and pedagogical transformation. Subjectivity was understood as the network of emotions, perceptions, and experiences that each girl constructs from her inner world. Diversity was assumed to be a source of learning and respect for the multiple ways of being, and aesthetics was incorporated as a means of emotional expression and strengthening of educational processes. The intervention was carried out at the Mercedes Nariño Girls' High School, specifically with grades 105 and 301, with the aim of observing and enriching peer interaction and emotional development through pedagogical strategies based on emotional education and artistic proposals. The study encouraged the exploration of feelings, understanding of interpersonal relationships, and strengthening of socio-emotional skills. The monograph is structured in seven chapters that present the contextualization of the problem, the theoretical framework, the methodological approach, the intervention process, the results obtained, the reflective analysis, and the general conclusions. Throughout the document, the contributions to conscious emotional development are highlighted as a fundamental basis for girls to connect with themselves and their environment, thus strengthening their ability to face school challenges with greater confidence and autonomy.Ítem Motivar para aprender, aprender para sentir: el aprendizaje activo, una propuesta pedagógica para fortalecer la concentración y motivación mediante la exploración, creación y lúdica en el proceso de aprendizaje de las niñas del grado 401 del Liceo Femenino Mercedes Nariño(Universidad Distrital Francisco José de Caldas) Hoyos Brausin, Lina Fernanda; Beltrán Jiménez , HaroldThis research work was developed during a year, and a half (august 2023 until november 2024) and it was based on strength the concentration and motivation through the active learning where it is proposed a didactical sequence from the exploration, creation and ludic as a resource for the fourth-grade students learning (401) from the IED Liceo Femenino de Cundinamarca Mercedes Nariño. The research process was divided into two work phases. The first consisted of a participatory observation exercise aimed at exploring alternative spaces outside the classroom, such as the school's green areas, in order to analyze whether this strategy fostered motivation in students when working in environments different from the usual classroom setting. This stage included the use of various artistic materials, such as paints, colored pencils, and other resources that encouraged creativity through drawing, writing, and other forms of expression. The second phase continued the process through active learning, focusing on the formation of cooperative work groups, promoting spaces for interaction and mutual support through the collective construction of knowledge. To strengthen motivation, concentration, and participation, artistic, creative, and playful activities were designed, fostering a dynamic and meaningful environment aligned with the students’ interests.Ítem Enseñar y aprender juntas: una propuesta pedagógica basada en la lúdica para fortalecer las dinámicas de participación genuina en el aula con niñas de la Institución Educativa Liceo Femenino Mercedes Nariño(Universidad Distrital Francisco José de Caldas) López Fitzgerald , Dalia Stefania; Pacheco Camargo, María Alejandra; Beltrán Jiménez, HaroldThe research was conducted at the Mercedes Nariño Girls' High School over a year and a half, with the participation of second- and third-grade elementary school students. The fundamental concepts of this research include: genuine child participation, which refers to the active and authentic involvement of girls, where their opinions are taken into account (Tonucci, 2016); a critical attitude, which allows girls to question, analyze, and reflect on their environment (Dewey, 1928); a playful attitude, which promotes learning through freedom, spontaneity, and creation, making the educational process meaningful as a form of expression and experience (Huizinga, 2008); and, finally, guided participation, which places adults, in this case teachers, as essential actors in the educational process (Rogoff, 1997). This qualitative research (Flick, 2018) using an action research methodology in education and employing analytical resources from the hermeneutic-historical paradigm (Vasco, 1989) focuses on systematic observation and reflection on educational practices (Elliott, 1990). The research results reveal an increase in girls' participation, who show greater interest in discussing and analyzing questions about school and everyday topics. Furthermore, it is evident that the recreational activities designed within the project generated a dynamic learning environment, promoting social and emotional skills and self-esteem among the students.Ítem Pasantía de investigación buen vivir en escenarios urbanos(Universidad Distrital Francisco José de Caldas) Díaz Torres, Jesika Mayerly; Delgadillo Cely, Ingrid Sissy; Delgadillo Cely, Ingrid Sissy [0000-0001-5042-7254]This internship report arises from the analysis and systematization of the experiences lived by students who took the elective course "Pedagogies of Care and Buen Vivir," as well as from a theoretical review of key concepts such as education, care, modern society, and social transformations. Throughout the research, the aim was to understand how the notions of Buen Vivir, rooted in ancestral knowledge and Indigenous worldviews, can engage in dialogue with the current challenges faced by society. The inquiries carried out through interviews, participant questions, and classroom reflection spaces allowed for an approach to a shift in thinking based on personal experiences, identifying categories that guided the development of the reportsuch as care, education, community life, and Buen Vivir as the central focus of the research. In conclusion, this experience demonstrated that the ideas of Buen Vivir can be applied in everyday life, especially within the educational sphere; through assignments, conversations, and shared activities, it was possible to reflect on the importance of various concepts that contributed to the research. All the collected data were organized using a systematization methodology, which allowed the document to be structured based on the identified categories.Ítem Fanzine escolar, una estrategia didáctica para propiciar creaciones gráficas y habilidades comunicativas de escritura creativa en el curso 403 de la Institución Educativa Rafael Bernal Jiménez(Universidad Distrital Francisco José de Caldas) Beltrán Arcia , Karina; Panqueva Mecón , Kenny Paola; Gari Muriel , Gary; Gari Muriel Gary [0009-0002-4379-4317]The purpose of the research was to strengthen the reading and writing skills of 4th grade students, room 403, of the Rafael Bernal Jiménez School, through the elaboration of fanzines. In 2023, initial observations showed that students read syllabically and presented letter confusion, affecting the coherence of their writings. Faced with this situation, it was determined that the fanzine could become a didactic strategy that would motivate creativity as well as the production of their own stories, addressing relevant topics in a different way. The process was developed in five phases: problematize, set the scene, stimulate, test and create, based on Freinet's techniques and creative writing, with contributions from authors such as Montes, Reyes, López and Duclaux. Among the antecedents, Guzmán Leal's Chiflón and experiences of collectives such as Daniel Pinzón's stand out. The methodology was based on educational action-research (Elliot, 2000; Bauselas 2004) complemented with research-creation components (Mignolo and Gómez, 2021), under a qualitative approach, descriptive level. Observation, field diaries and audiovisual records were used as data collection techniques. The population consisted of 30 students from class 403. In the problematize stage, students learned about the fanzine as a tool for expression, strengthening empathy along with their interpersonal relationships. In setting, they explored topics such as science fiction, art, politics, music, paying attention to spelling. In stimulate, they shared creative writing exercises improving reading comprehension and fluency. In test, they worked in groups creating sketches. Finally, in create, they made fanzines about horror, science fiction, heartbreak, drugs, fantasy or sports. The results showed significant progress in reading and writing as well as in the children's motivation. Positive comments from students as well as from the teacher considered the experience valuable, consolidating the fanzine as a dynamic and free didactic strategy.Ítem Somos cuerpos: educar desde la triada cuerpo, mente, sensibilidad(Universidad Distrital Francisco José de Caldas) Sánchez Salamanca , Pamela Bexaida; Angulo Noguera, YamiletThis document is the report of the research carried out within the Research Internship of the Corporación Escuela Pedagógica Experimental (CEPE). It controverted the body/mind dichotomy, which has saped formal education under a reductionist view of the body in theschool. In contrast, this research emphasizes the preence of body mind and sensitivity in Early Childhood Education. Therefore, the objective was to identify key elements of the conception of body and the development of being through Participant observation methodology focused on the primary levels of the EPE. Voices from students, teachers, and theoretical perspectives were brought into dialogue to examine the tensions and relations of this triad, also highlighting the aesthetic dimension of being. Findings indicate that the body is not merely instrumental but constitutive of how we feel, express, think, and move in the world. That´s why, education should adopt bodily-centered approach, full of holistic and multisensory experiences, positioning students as active agents in their learning and encourage other forms of coexistence. The challenge is to rebuild a school with teachers who culd be facilitators of cultures and citizenship.Ítem Tejiendo nuevas historias, la travesía de ser niñas: Una propuesta pedagógica que busca fortalecer la creación de narrativas críticas y sensibles que cuestionen los estereotipos de las identidades femeninas de las niñas del grado 204 y 106 del Liceo Femenino Mercedes Nariño(Universidad Distrital Francisco José de Caldas) Correa Rodríguez, Yenny Paola; Camargo Hernández, Gabriela Alexandra; Beltrán Jiménez, HaroldThis research work was developed over a period of a year and a half (From August 2023 - to November 2024) and focused on constructing sensitive and critical narratives that facilitate the problematization and questioning the gender stereotypes influencing the configuration of female identities among students in grades 106 and 204 at the Institución Educativa Distrital Femenino Mercedes Nariño.The research process was divided into three phases: The first one focused on a participatory observation exercise in which it was possible to recognize dynamics of interaction and communication that reflected beauty ideals and gender stereotypes/roles present and reproduced in family, school, and social media contexts. In this way, several questions were proposed that led to the formulation of the following research question: How to strengthen the creation of critical and sensitive narratives that question the stereotypes of feminine identities of girls in grades 204 and 106 at the Liceo Femenino Mercedes Nariño through artistic experiences? In the second phase, the aim was to create spaces for exploration that allow the students to interrogate these gender stereotypes and beauty ideals. For this, different artistic languages such as literature, music and symbolic representation were employed in order to explore diverse forms of aesthetic expression. Finally, in the third phase, discussion spaces were created to show the dialogues collectively constructed regarding the perception of the feminine role in the social spaces navigated by the students. This research has enabled the recognition of diverse perspectives that students have constructed concerning femininity and how these perspectives influence their subjectivities and the configuration of their identities. Keywords : Gender stereotypes, feminine identity, critical and sensitive narratives, discussion spaces.Ítem Pedagogía del cuerpo desde las voces infantiles: Una propuesta educativa en contextos de vulnerabilidad en el Externado Hogar AmaneSer – ACJ (YMCA)(Universidad Distrital Francisco José de Caldas) Rodríguez Barragán , Angie Stephanía; Silva Jiménez, Jennyfer; Guerrero Junca, Roger Steve; Guerrero Junca, Roger Steve [0000-0002-4569-6430]The purpose of the research project was to understand how children conceive and express their relationship with their bodies, recognizing their role in educational processes. To this end, participatory methodologies such as drawing, observation, and focus groups were used, which allowed access to profound meanings that are often difficult to verbalize. The findings showed that children's conceptions of the body are constructed from everyday, family, cultural, and media experiences, reflecting both learning and social imaginaries. It was identified that children attribute functions related to movement, health, identity, and social interaction to the body, while also showing perceptions influenced by stereotypes and social norms. It was also highlighted that the body is not only understood from a biological perspective, but also as a space for expression, play, and relationship building. These children's understandings challenge reductionist views that conceive of the body solely in terms of functionality or appearance. In conclusion, the study recognizes the importance of listening to children's voices to enrich pedagogical practices, making the body visible as a central axis of education. This opens up the possibility of generating pedagogical proposals that promote respect, diversity, and a comprehensive appreciation of the body in school and social contexts.Ítem Prácticas culturales y arraigo territorial: hacia una educación con enfoque intercultural en el Externado Hogar Amanecer - ACJ (YMCA)(Universidad Distrital Francisco José de Caldas) Rojas Ortiz , Luisa Fernanda; Guerrero Junca , Roger Steve; Guerrero Junca, Roger Steve [0000-0002-4569-6430]This research paper analyzes the importance of recognizing cultural practices to strengthen territorial roots in children at the Externado Hogar AmaneSer (YMCA) from the perspective of intercultural education. Using a qualitative methodology with techniques such as interviews, participant observation, and analysis of children's productions, it was identified how cultural differences can generate conflicts and feelings of displacement, especially in migrant populations. The study proposes that making visible and valuing everyday, family, and community knowledge in informal educational spaces favors the construction of identity, a sense of belonging, and collective memory. This demonstrates that intercultural education not only contributes to inclusion and respect for diversity, but also constitutes a fundamental strategy for preventing exclusion and promoting coexistence based on mutual recognition and dialogue of practices.Ítem Reconocimiento de la diversidad y las diferencias culturales de los niños y las niñas: Una propuesta desde la Pedagogía de la Diversidad en el Externado Hogar AmaneSer - ACJ (YMCA)(Universidad Distrital Francisco José de Caldas) Rosero Quiñones, Lisbeth Yesenia; Guerrero, Roger Steve; Guerrero, Roger Steve [0000-0002-4569-6430]This research focuses on the recognition of diversity and cultural differences with the aim of strengthening inclusive education for the children of the Externado Hogar AmaneSer (YMCA). This alternative educational space and center for children and adolescents serves a population whose rights have been violated. The study is part of the Bachelor's Degree in Early Childhood Education program at the Francisco José de Caldas District University in Bogotá and is framed within the Pedagogy of Diversity. According to Espinosa (2016), this pedagogy promotes listening and speaking as the cornerstones of a democratic school, where students are recognized as subjects of rights in their differences. From this perspective, the goal is to dismantle homogenizing imaginaries that reproduce discrimination and encourage critical reflections on educational practice. In this way, the goal is to understand how children perceive cultural diversity and how these conceptions impact their relationships with others. The analysis paves the way for building more respectful attitudes and overcoming prejudices in contexts of diversity. The methodology used is based on a qualitative approach, following Vasilachis (2006) and Sampieri et al. (2014). The systematization of experiences is adopted as a pedagogical strategy, based on the approaches of Jara (2018). This allows for the recovery, analysis, and redefinition of what has been experienced in practice, identifying achievements and lessons learned, while giving critical reflection on the experience. Three main techniques were used to collect data: semi-structured interviews, participant observation, and the application of a Likert scale. These instruments captured the children's perceptions, experiences, and behaviors regarding cultural diversity. The data were subsequently transcribed and analyzed using documentary evidence, enabling a more in-depth understanding of the research categories. The results of the study revolve around three central categories: Diversity and Cultural Differences, Inclusive Education, and Diversity Pedagogy. It was evident that boys and girls have diverse conceptions of difference, some marked by stereotypes and others reflecting openness to recognizing others. In response, the research implemented pedagogical strategies that encouraged the appreciation of diversity and mutual respect, thus strengthening inclusion processes within the educational environment. The document is structured into four chapters plus a final section. The first chapter presents the research problem, the central question, and the objectives. The second presents the theoretical frameworks on diversity, inclusive education, and diversity pedagogy. The third presents the methodological frameworks and the process for systematizing experiences. The fourth develops the results and analyzes the pedagogical practice with the participants. Finally, the conclusions, references, and appendices are presented, consolidating the study's contributions to both the academic community and the social context in which it was conducted. In conclusion, this research contributes to the construction of inclusive education by highlighting diversity as a cultural asset and by promoting respect, empathy, and acceptance of others in childhood. It also highlights the importance of systematizing pedagogical experiences as a tool for social and educational transformation.Ítem Cuentos que se mueven, emociones que se leen(Universidad Distrital Francisco José de Caldas) Martínez Montero , Nikoll Dayana; Marulanda Hidalgo, Lynn; Marulanda Hidalgo, Lynn [0009-0009-1219-159X]The internship carried out with grade 301 became a formative and transformative experience, centered on the implementation of a pedagogical proposal based on motor stories and reading aloud as strategies to strengthen students’ reading comprehension and socio-emotional skills. The process was structured in phases that included an initial diagnosis to recognize the individual and collective characteristics of the group, the design and development of pedagogical workshops that integrated language, body, and emotion, and a meaningful closing that allowed for the evaluation of the learning achieved. Throughout fifteen sessions, dynamic, creative, and participatory spaces were promoted in which children explored reading through orality, body expression, dramatization, and the creation of their own stories, consolidating learning in an active and experiential way. The findings showed progress in reading comprehension at both literal and global levels, greater fluency in reading aloud, and a progressive strengthening of self-esteem, emotional security, and emotional expression essential aspects of integral development. Although significant achievements were observed, challenges also persisted related to sustained attention, emotional regulation, and the need for further support in reading fluency. At the institutional level, the proposal contributed new ways of learning and expressing within the classroom, linking children’s literature with the body, play, and creativity, and generating an atmosphere of trust, enjoyment, and active participation. For teaching practice, the experience represented an opportunity to refine planning, classroom management, adaptability, and pedagogical leadership, reaffirming the importance of inclusive, sensitive, and meaningful proposals in early childhood education. In conclusion, this internship not only answered the guiding questions posed demonstrating that motor stories and reading aloud are powerful tools to enrich reading comprehension and foster socio-emotional development but also opened new questions about how to sustain these processes over time and involve families and the community more actively in strengthening students’ learning and emotional growth.Ítem Transitando por los saberes culturales y las prácticas de cuidado de la naturaleza: sistematización de experiencias en grado transición(Universidad Distrital Francisco José de Caldas) Parra González , Juana María; Beltrán Peña , Paula Gabriela; Guerrero Junca , Roger Steve; Guerrero Junca, Roger Steve [0000-0002-4569-6430]Cultural knowledge in childhood is fundamental, as it shapes how children understand their world and express their identity. This project shows how, through the processes of planting and the creation of a school garden, cultural knowledge related to the care practices that children have developed in their family and community contexts is identified. The direct exposure to the land, plants, and the environment makes these notions and prior experiences visible, enriching the educational process by recognizing the cultural diversity present in the classroom and fostering meaningful, respectful, and contextualized learning.