Contributions of physical education to active learning methodologies for integral development in early childhood education

Abstract

The active methodologies are an innovative alternative for the holistic development of children in a variety of contexts, and their social contributions are noteworthy in political, educational and cultural terms. In this sense, critical perspectives can contribute to the methodological advancement of research in Physical Education. For this reason, the objective of this research was to identify the active methodologies used by Early Childhood Education (from zero to four years old) teachers of the Recreation and Sport Program of the University of Antioquia. A qualitative-historical study based on archaeology was designed to analyze and systematize experiences in specific contexts. For this purpose, official documents such as methodological guidelines, planning documents, interdisciplinary constructions, communications and legal documents for early childhood care at national and international level were examined. It is concluded that teachers use active methodologies adapted to the context and population, such as problem-based learning (Escribano González & Del Valle López, 2008; Villegas, 2022a), project-based learning (AulaPlaneta, 2015; Martínez Salcedo, 2022; Villegas, 2022b), collaborative work (Espejo and Sarmiento, 2017) and free exploration and play (Villamizar Cañas, 2021). It is also important to recognize the contributions of the methodologies to the development of the children of Medellín belonging to the program, as they represent common learning opportunities based on pedagogical reflection, implementation of didactics and curriculum development. In this sense, it is concluded that active methodologies in Physical Education is essential for the holistic development of children as it stimulates play, free exploration, problem solving, project-based learning and collaborative work based on the body, guiding activities and psychomotor skills.