Aportes pedagógicos desde el enfoque de la integración sensorial a la educación inicial

Abstract

Advancements in the detection and addressing of barriers that affect childhood development in schools provide opportunities to ensure a comprehensive educational system and reduce situations of inequity and inequality for students. Through intentional pedagogical actions, it is possible that the difficulties identified late in primary and secondary education can be significantly reduced. Therefore, the objective of this research is to establish the pertinent pedagogical approach to address situations arising from possible barriers in development related to sensory integration processes in preschool children at Colegio República de China. To achieve this purpose, techniques such as participant observation and the application of the Sensory Profile 2 test by Dunn, W. (2002) were implemented in boys and girls in the transition grade at Colegio República de China, forming the basis for a case study. The results identified sensory development alterations that can be addressed within the framework of early education, allowing teachers, educational agents, external trainers, parents, and caregivers to practically address sensory integration processes. This includes practical guidance applicable to both the school and home environments, as well as everyday contexts that influence child development, going beyond the clinical setting of an occupational therapist, who is typically responsible for such situations. It is essential to bridge the gap between clinical contributions that can be implemented in schools, as understanding and working from the perspective of Neuroeducation is becoming increasingly relevant in educational settings.