Herramienta Multisensorial para Fortalecer el Desarrollo Cognitivo en Niños de Educación Inicial

Mirian Mercedes Patiño-Campoverde; Jessica Paola Villacis-Mejía; Sofia Cristina Vivanco-Saavedra; Diana Gabriela Ponce-Chere

doi:10.70171/qsqtsz46

Authors

Mirian Mercedes Patiño-Campoverde Instituto Superior Tecnológico Tsa´chila Author https://orcid.org/0000-0003-3496-0280
Jessica Paola Villacis-Mejía Instituto Superior Tecnológico Tsa´chila Author https://orcid.org/0009-0002-7004-5696
Sofia Cristina Vivanco-Saavedra Instituto Superior Tecnológico Tsa´chila Author https://orcid.org/0009-0009-3383-6289
Diana Gabriela Ponce-Chere Instituto Superior Tecnológico Tsa´chila Author https://orcid.org/0009-0005-3104-7578

DOI:

https://doi.org/10.70171/qsqtsz46

Keywords:

sensory stimulation, cognitive development, early childhood education, pedagogical strategies

Abstract

Justification: Sensory stimulation promotes cognitive development in early childhood education, although it is not always applied in a diverse manner. Objective: To design a sensory educational resource that strengthens the less addressed areas of cognitive development in the pedagogical practice of an early childhood education institution. Methodology: A qualitative, descriptive, and exploratory study was conducted, involving two teachers and 24 children aged 3 to 4 years. Data collection combined semi-structured interviews with the teachers and systematic observation of the students. Results: The activities proposed by the teachers were repetitive. Although all cognitive and developmental areas are generally stimulated, specific strategies and activities tend to focus only on two cognitive areas, and cognitive development is not consistently addressed. This highlights gaps in the comprehensive stimulation of children and the need to diversify pedagogical practices to promote more balanced and meaningful learning. Conclusion: Sensory stimulation should be varied and systematic to impact cognitive development. Therefore, the multisensory book Nashua pu’ka (Brisa del cuerpo) emerges as a theoretically grounded alternative to diversify learning experiences and enhance the cognitive development of children aged 3 to 4 years.

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