El huerto pedagógico como estrategia de fortalecimiento del bienestar emocional y del desarrollo del lenguaje en educación inicial

Abstract

The lockdown situation in which students are located, and in particular children from 0 to 3 years old, affects their opportunities for socialization, and therefore socio-emotional development. Like well, this context keeps them away from natural spaces that are key to their physiological development and to create a link from an early age with the environment. The pedagogical innovation that will develop in this document seeks to use the home space and strategy of the ecological garden to strengthen vocabulary, socio-affective links, and connection with nature, so that these elements contribute to the general well-being of children. Educational innovation was executed through the research-action methodology, and data collection was done through checklists (vocabulary) and direct observation (socio-affective development, link to nature). This process was articulated to the particular language classes that 2 children receive with the research teacher author of this work. The implementation of this project led to the discovery of the importance of family and friendship ties between students, and the positive influence it has on learning environments. In this way, the ecological orchard project is presented as a viable and accessible alternative to home education, both academically and emotionally. Keywords: ECOLOGICAL GARDEN, SOCIO-AFFECTIVE DEVELOPMENT, VOCABULARY, NATURE, INITIAL EDUCATION