Early Stimulation and Educational Quality in Early Childhood Education

Abstract

This research is based on the development of initial learning appropriately to ensure knowledge at all subsequent levels. Therefore, the objective of this study is to describe the importance of early stimulation and educational quality as part of an experimental study at the Costa Azul Educational Unit in Manta, Ecuador. The methodology adopted was a quantitative design. A sample of six teachers was used, who applied stimulation strategies to 50% of the subjects observed, while none were applied to the contrast group. The results showed changes in the levels of attention, coordination, and, consequently, in academic results at the initial level, where educational quality is valued as a comparative element each academic period. It is concluded that the designed teaching strategy has an integrative nature by establishing the interdependence between the results of the diagnosis performed on the subjects and the components (instruction, vision, mission, general objective, and planned activities) to take individuals from a real state to a desired state in accordance with what was projected.