Development of research skills in early childhood education students: empirical evidence from higher education

Abstract

Introduction: This study aimed to analyze the development of research skills in students of Early Childhood Education, based on empirical evidence related to the training processes that integrate teaching, research, and community engagement in higher education. The research is conceived as the initial phase of a project aimed at strengthening the research profile of higher education students in initial teacher training. A mixed-methods approach was adopted, with a descriptive-analytical scope and a non-experimental, cross-sectional design. Data were collected through a structured questionnaire administered to a sample of 72 students from the Early Childhood Education program at the Tsa'chila Higher Technological Institute. Data analysis was performed using descriptive statistics, considering frequencies, percentages, and measures of central tendency and dispersion. The results show an incipient level in the development of research skills, manifested in weaknesses related to normative knowledge, the management of scientific information, the use of specialized databases, and the understanding of research and academic publication processes. Furthermore, educational and institutional limitations that affect student participation in scientific research processes were identified. However, a favorable disposition among students toward research training was observed, particularly their interest in receiving training in information management and dissemination of results. Based on these findings, a progressive training model is proposed for developing the profile of the student researcher, structured by phases, levels of systematization, and coverage and scope goals, as a strategy to strengthen formative research in the Early Childhood Education program.