Active methodologies in early childhood: impact on integral development

Abstract

Early childhood education faces a persistent tension between the innovative proposals of educational psychology and the predominance of passive and rote pedagogical practices in public institutions. In this context, active methodologies emerge as a viable alternative to strengthen the integral development of children. This research article aimed to analyze the influence of gamification, inquiry-based learning and Project-Based Learning (PBL) on the cognitive, social and emotional dimensions of early childhood students. A qualitative approach with a descriptive scope was adopted. Fieldwork was conducted between August and November 2025 in three public educational institutions in the city of Cúcuta, Norte de Santander, Colombia. The sample consisted of three preschool teachers, between 17 and 29 students per institution aged 3 to 6 years, and between 5 and 10 parents per school. The instruments used were participant observation with field journal records, semi-structured interviews with teachers and surveys with parents. Analysis was conducted through content analysis and source triangulation. The results, organized in comparative matrices across the three institutions, showed that active methodologies significantly favor autonomy, critical thinking and emotional regulation. A transition from individual to collaborative work was documented, as well as a notable increase in students' motivation and self-confidence. Families reported improvements in their children's verbal fluency and initiative outside the school environment. It is concluded that these strategies constitute an effective and pertinent alternative that, articulated with intentional planning and family involvement, enhances human capabilities and guarantees meaningful learning from the early years of life. The research received no external funding.