10 PEDAGOGICAL INITIATIVES FOR CHILDREN - CULTURE VOCABULARY - 2025

The pedagogical initiatives are all the actions, methods, tools and techniques that are used to learn or teach a subject. They must be selected according to the area that the content belongs to, that is, initiatives are the strategies that are carried out so that children develop skills and abilities, in a pleasant way and with good results.

There are various initiatives or pedagogical activities that can help children acquire knowledge, develop skills and attitudes, taking into account the characteristics of each child, their personal needs and interests, so that the topic they want to learn has meaning and relate it to past experiences.

It is important to bear in mind that learning depends on the interrelationships that exist between the child and the physical, social and cultural environment.

These provide information by combining the "four fundamental pillars of education", described in the report to UNESCO of the International Commission on Education for the XXI century: "know, do, coexist and be".

List of pedagogical initiatives

1- List of objectives

To work with this initiative, you must present the written text of what you want to achieve, what are the topics that comprise it, the type of activities that must be carried out and how to evaluate or verify the child's learning.

This strategy helps to simplify the subject to study because it presents the purpose, everything that the subject or material covers, how it should study it, as well as allows the child to assess his abilities and know what he is expected to contribute when finishing review the topic or material.

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This technique should be prepared before the class or course. It consists of making an introduction on the subject, so that the student has prior information that facilitates the acquisition of new knowledge and relates previous experiences and new information.

This allows the student to become familiar with the new content or topic, form a general concept, and relate it to their environment.

3- Synthesize or summarize

To apply this initiative, read by short paragraphs, look for the meaning of unknown words and highlight the main ideas.

Next, an interpretation of what has been read should be made and the information considered most important should be noted.

This can be placed in the form of text or outline with drawings. This technique allows you to exercise your memory and better understand the information to be learned.

4- Presentation of illustrations

It is about identifying the characteristics of an object or defining a concept through graphics, drawings, images, photographs, etc., which allow identifying the physical properties of those objects or visualizing the meaning of the concept.

This initiative facilitates the memory and association of a concept or theory, presented through illustrations.

5- Comparisons or analogies

It consists of making comparisons between something that is known with another that is not known and identifying how they are similar.

Take short readings of the new concept, make a list of the characteristics and compare them in a logical way with other concepts, objects or situations that are similar. This technique allows you to understand new information or topics.

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It is about asking questions about the subject, before starting, during or at the end of a class. A reading is done and as progress is made the questions are asked to verify previous knowledge, clarify doubts, confirm if the subject is being understood or review it.

It also favors the attention of children, so that they retain the most important information and realize what they have learned.

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This strategy consists of making some key points or special notices to a text or topic. You must read the text carefully, select the sign or track to use.

This can be done by underlining, capitalizing headings, changing the font, size, or using various colors, shades, etc., to highlight and organize the most important data. The student selects the most important information in a text or oral speech.

8- Concept maps

To use this initiative, the topic must be organized in order of importance and divided into short, simple sentences, arranged in the form of blocks, which must then be linked using words that serve as links between the main and secondary ideas.

In this way, a scheme or knowledge network is composed, where the meanings or concepts related to the subject are displayed.

This technique facilitates the explanation of a step-by-step process, the understanding of an extensive topic graphically, the presentation of a scientific experiment, among others.

9- Dynamic texts

They are short ideas highlighted to facilitate the recall of prior knowledge. The central ideas of a theme or concept are taken to place them in the form of diagrams in order of importance, within blocks, circles, etc. and the dynamic text is incorporated next to them, with the explanatory description of the idea so that it can serve as a clue.

In this way, the student's understanding and memory is facilitated. It can be applied to make an exhibition, present a project, break down concepts, identify the most important of a topic, among others.

10- Fun and action

It consists of selecting fun activities that help to learn about a topic or area, also called “educational games”.

The age of the student, the area or topic to be learned, and the child's knowledge regarding the topic should be taken into account to select the most appropriate type of game.

There are many types of games that promote learning in different areas, but the most important thing about these activities is that they promote friendship, respect for peers, personal satisfaction with the act of playing, ingenuity and the acquisition of knowledge.

Play activities have the following categories (Piaget, 1956):

• "Exercise games": The child has fun repeating the activities: touching an object that sounds, a doll that moves, throwing a ball.
• "Symbolic games or fictional games". The child imagines that he is an important character for him and imitates him, using objects of his imagination.
• "Games of rules": The child must learn the rules of the game and respect them: Memory game, marbles, ludo, crosswords, word search, computer games.
• "Construction games": The child stacks cubes, classifies, then builds structures or robots with blocks, it is a type of activity that students of any age can do. Make complicated puzzles or three-dimensional puzzles, assemblies of structures,

References

1. Five initiatives to turn your students into protagonists of their own learning - Recovered from: aulaplaneta.com.
2. Textual structures or superstructures. Recovered from: educarchile.cl.
3. Díaz, F. and Hernández (2003). Teachers of the XXI century. Colombia, Mc Graw-Hill.
4. Laguerreta, B. (2006). Learning strategies. Recovered from: cvonline.uaeh.edu.mx.
5. Lejter, S. (1990). Learning strategies. Madrid, Santillana, SA
6. Support for School Pedagogical Initiatives. Comprehensive Program for Educational Equality. Recovered from: repositorio.educacion.gov.ar.