Actions for Strengthening Teaching Practice in Early Childhood Education: Critical Reflections from the Emilia Rosa Molina School

Abstract

This research aimed to collectively generate actions to strengthen teaching practice in early childhood education through Participatory Action Research (PAR), promoting critical reflection as the starting point for contextualized pedagogical transformation. This study involved thirteen teachers from the Emilia Rosa Molina School, in La Vela, Colina Municipality, Falcón State, who actively engaged in the diagnostic, planning, support, and evaluation stages. The results revealed challenges in contextualized planning, a shortage of didactic resources, and low teacher motivation, but also demonstrated significant progress in creativity, participation, and the implementation of inclusive and playful strategies. A central finding was the incorporation of the pedagogy of love as a guiding principle of the proposals, confirming its relevance as a driver of pedagogical change in vulnerable contexts. It is concluded that PAR, grounded in critical and affective foundations, provides a pertinent framework for transforming teaching practice and generating contextualized proposals that strengthen professional identity and educational quality.