Systematization of pedagogical experiences in early childhood: Critical and scientific thinking in rural and urban contexts in Colombia

Abstract

This article presents the systematization of experiences developed in the project "Strategy for the Generation of New Knowledge and the Promotion of Educational Innovation in Early Childhood and Preschool Education" of the Ondas Early Childhood program. The project aimed to strengthen critical and scientific thinking in children aged 4 to 6 years old attending public educational institutions in both rural and urban contexts of Colombia. Using a qualitative methodology based on action research and adopting a pedagogical research approach, the project involved students formulating research questions rooted in their environment and interests, which they investigated with teaching support. Seven teachers received support in designing, implementing, and reflecting on classroom projects centered on curiosity, observation, and children's questions. Data collection was conducted through logs, audiovisual recordings, semi-structured interviews, and pedagogical products created by the children. The findings indicate significant transformations in teaching practices, including increased didactic intentionality, question mediation, and formative assessment. Additionally, there was notable development in cognitive, ethical, and social skills, evidenced by the formulation of hypotheses, collaborative work, and situated argumentation. The emerging categories environmental, emotional, aesthetic, bodily, ethical-civic, and cognitive provide insights into children’s thinking as a situated and relational process, interconnected with territories, affections, and sensory experiences. The study concludes that the Ondas methodology fosters innovative, critical, and contextualized education, with important implications for teacher training, curriculum-territory integration, and early childhood education policy.