Research in early childhood education in heterogeneous classrooms in Sopó, Gachancipá and Bogotá, Colombia
DOI:
https://doi.org/10.58763/rc2025423Keywords:
Culture, childhood, linguistics, social inclusion, teachingAbstract
Researching in didactics, the current framework of education for all, inclusion, and diversity approaches places the need to develop studies from, in, and for heterogeneous classrooms. In these scenarios, figurative expressions transit with which children may have difficulty, especially those who relate to special needs, neurodivergence, or those in school contexts distant from their cultural origins. This research proposed to evaluate a didactic material proposed as a mediator of using and understanding figurative language from recognizing cultural, ontological, and social diversity in early education. S conducted an interpretive-descriptive study of a mixed nature, predominantly qualitative. The study context was the structured activities and iterations in the classroom with children, their families, and teachers in rural and urban early education contexts of Gachancipá, Sopó, and Bogotá, Colombia. The study validated the explanations, exemplifications, and mismatch questions, among other material components, as mediators in using and understanding metaphors and idioms in rural and urban contexts. It is concluded that the material applies to both school and parenting contexts since it is based on recognizing diversity linked to intentional interactions by educational agents.
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