Early stimulation as a basis for the teaching-learning processes in early childhood education.

Abstract

Introduction. The application of Early Stimulation programs to promote comprehensive training and maximum development in children has been a priority task, however, making these the basis on which the teaching-learning processes are sustained continues to be a great challenge, among other aspects due to the diversity itself and the lack of equity when applying them. Objective. Reflect on the relationships that exist between both processes and the importance of Early Stimulation in achieving significant results in the teaching-learning process. Methodology. The study contemplated a descriptive, non-experimental methodology based on the Systematic Review of Literature (RSL), which made it possible to consult 29 sources related to the subject, identifying 11 relevant investigations under the inclusion and exclusion criteria. Results. 1.  It is confirmed that we are in the presence of a process that is of great importance for the child's life, which in terms of its terminology has had different definitions, agreeing that it is aimed at preventing and / or compensating for possible anomalies, in the same A measure that seeks the comprehensive stimulation of all areas of the child's development, in direct connection with the socio-educational and family context. 2. To form the basis of the teaching-learning process, it presupposes determining what the objectives are to be achieved, being preceded by the realization of multidisciplinary diagnoses and having the active participation of the child and his family environment, as well as teachers or specialists with the skills required to detect, characterize, evaluate and intervene. Conclusions. It is considered a highly significant process and of great importance for the successful development of the teaching-learning process, as long as it is carried out from the vision of the integral development of the child, contemplating the stimulation of all areas. Its value lies in conceiving this from multidisciplinary, equitable and inclusive positions.