Diagnostic study of the family´s role in the implementing of innovative practices in early childhood education
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Introduction. The implementation of innovative practices in early childhood education faces challenges related to teacher training, the availability of adequate spaces and family participation, as the home constitutes the child’s first learning environment. Objective. The purpose of this study was to diagnose the role of the family in the implementation of innovative practices in early education in public educational institutions of the Pujilí canton, considering the participation, accompaniment, and perception of parents in the face of innovative pedagogical strategies. Methodology. A quantitative approach was used, with a non-experimental design, cross-sectional and descriptive scope. The sample was made up of 35 parents from five educational institutions in the Pujilí canton. A questionnaire validated by expert judgment and with a reliability of a=0.894 (Cronbach’s alpha) was applied. Data were analyzed using descriptive statistics, Pearson correlation, linear regression, chi-square, and ANOVA Results. It was evidenced that the family role presented a moderately high mean (M=3.64; SD=1.07); however, it did not show significant correlations with the use of ICT in the classroom (r=0.144; p=0.408) and a positive correlation between the use of ICT in the classroom and logical-mathematical learning (r=0.549 p<0,001). Conclusion. The diagnosis made it possible to characterize the participation, accompaniment, and perception of families in the face of innovative practices in early education. In the sample studied, family innovative did not show a direct influence on the implementation of these practices, which suggests that the institutional context and pedagogical conditions play a relevant role in the development of educational innovation. General Area of Study: Education. Specific area of study: Initial Education / Educational Innovation. Article type: Original.
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