The Caguán river in the environmental experience of preschool students
Main Article Content
Keywords
Environmental education, Perception of the natural environment, Early childhood, Educational strategy
Abstract
This chapter aims to present the contributions of an experiential educational strategy to strengthen the perception of the natural environment in preschool students of the Dante Alighieri Educational Institution of the municipality of San Vicente del Caguán Caquetá Colombia. The research started from a qualitative, descriptive design, integrating the naturalistic interpretive paradigm as a framework to promote the protection and recognition of local biodiversity, using the field diary and drawing as an effective research instrument in children’s populations, since it made it possible to make visible the integration of the Caguán River in their artistic creations. The educational strategy evidenced the perceptual changes in the students from direct experiences with their natural environment, the presence of natural water resources in their perception and a more comprehensive vision of the environment. The results reflect that the perception of the natural environment in early childhood is a process in which the senses intervene and is strengthened by the interaction between the subject with himself, with his peers and the environment, promoting an emotional bond that motivates children to acquire greater commitment to the care and conservation of their environment. In this way, the connection of students with their natural environment and the recognition of the water potential of the region that emerges from the graphic contributions of the students are contributed to the experiential pedagogical action.
References
Amézquita, L., Suarez, A., & Muñoz-Ocampo, W. (2026). El entorno natural, miradas desde la primera infancia. La educación y cultura ambiental desde la investigación (Editorial Kinesis Cap. VIII, pp. 321– 361). https://kinesis-editorial.hflip.co/ educaci%C3%B3n-y-cultura-ambiental. html#page/320
Arbor, A. (2015). Teoría del desarrollo cognitivo de Piaget. Naturaleza de la inteligencia: Inteligencia Operativa y Figurativa. https://www.terapia-cognitiva.mx/wpcontent/uploads/2015/11/Teoria-DelDesarrollo-Cognitivo-de-Piaget.pdf
Arias, C. (2014). Enfoques teóricos sobre la percepción que tienen las personas. https://horizontespedagogicos.ibero. edu.co/article/view/08101
Arnheim, R. (1970). Arte y percepción visual. https://www.academia.edu/23681120/ Arte_y_Percepcion_Visual_ARNHEIM
Barraza, L. (1998). Conservación y medio ambiente para niños menores de 5 años. https://www.researchgate.net/ publication/265934832
Calixto, R., & Herrera, L. (2010). Estudio sobre las percepciones y la educación ambiental. Vol.11No 22, 227–249. https://www.redalyc.org/articulo. oa?id=31121072004
Camargo, A., & Hederich, C. (2010). BrunerAprendizaje por descubrimiento. 13, 329–346. https://www.redalyc.org/ articulo.oa?id=497552357008
Correa, A. (2025). El desafío de educar para la libertad. REDIPE. https://revista.redipe. org/index.php/1/article/view/2293/2289
Crespo & Ferran. (2022). Educación ambiental y participación infantil. Una oportunidad para la construcción colectiva de la ecociudadanía. Sociedad e Infancias, 6(1), 15–27. https://doi.org/10.5209/ soci.80529
Cuello, A. (2022). Los entornos fluviales urbanos como recurso para la educación ambiental. Estudio de casos en los ríos Guadalquivir y Guadalete en Andalucía. [Universidad de Sevilla]. https://hdl. handle.net/11441/140111
Cuervo, L. (2016). La percepción de los alumnos de nivel preescolar sobre los humedales de Tuxpan, México. https://riunet.upv. es/handle/10251/61389
Finol, M., & Vera, J. L. (2020). Paradigmas, enfoques y métodos de investigación análisis teórico. https://www.atlantic. edu.ec/ojs/index.php/mundor/article/ view/38
Flórez Sterling, J., & Suárez Arias, A. (2022). Propuesta curricular sistémica para promover la gestión escolar del uso adecuado del agua en la Amazonía colombiana. (Vol. 13). https://revistas. uninunez.edu.co/index.php/aglala/ article/view/223
Galvis, P., Murcia, N., & Correa, A. (2026). Hijo de tigre y tierra de heleches. REDIPE, 132–150. https://revista.redipe.org/ index.php/1/article/view/2346/2349
Gómez, J. (2013). El aprendizaje experiencial. https://www.ecominga.uqam.ca/ PDF/BIBLIOGRAPHIE/GUIDE_ LECTURE_5/1/3.Gomez_Pawelek.pdf
Gutiérrez, B., Ruedas, J., Caballero, D., & Murciano, A. (2024). Connection with Nature as a Key Factor in the Formation of Childhood Identities: A Systematic Review. Teoria de La Educacion, 36(1), 31–52. https://doi.org/10.14201/ teri.31397
Article Sidebar
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors will keep their copyright and guarantee the journal the right of first publication of their work, which will be simultaneously subject to the Creative Commons Recognition License that allows third parties to share the work whenever its author is indicated and his first publication this magazine.
Revista Boletín Redipe by Red Iberoamericana de Pedagogía is licensed under a Creative Commons Attribution 4.0 International License.
Lizeth Paola Amézquita Alarcón, University of the Amazon, Colombia
Doctoral candidate in Education and Environmental Culture, Master in Science Teaching, Bachelor in Early Childhood Education, Teacher at Dante Alighieri Educational Institution.
Alba Leonilde Suarez Arias, University of Quindío, Colombia
PhD in Environmental Education. Research Group on Nonviolence, Peace and Human Development. Professor at the University of Quindío. Armenia, Quindío, Colombia.
Azael Correa Carvajal, University of the Amazon, Colombia
Doctor of Humanities, Humanism and Person, Master of Science Education, Specialist in Pedagogy, Bachelor of Arts in Spanish Language and Literature. Professor in the Doctoral Program in Education and Environmental Culture at the University of the Amazon, Florencia, Caquetá, Colombia.