Learning environments in comprehesive early childhood education

Abstract

Introduction: Learning environments are a fundamental component of comprehensive early childhood education, as they directly influence children’s cognitive, social, emotional, and creative development, particularly in diverse educational contexts. The objective of this study was to describe the characteristics and current state of learning environments in early childhood education institutions in the cantons of Chone and Tosagua, based on teachers’ perceptions. The research adopted a quantitative, descriptive approach with a non-experimental, cross-sectional design. The population consisted of early childhood education teachers, and the census sample included 64 teachers from an equal number of educational institutions. Data were collected through a survey using a structured questionnaire with ten items and a three-point Likert scale. The results reveal a highly positive assessment of learning environments, highlighting the organization of spaces by learning areas, children’s free and safe exploration, the promotion of creativity, autonomy, coexistence, and the cultural contextualization of materials. However, opportunities for improvement were identified in family participation and in the systematic evaluation of educational spaces. It is concluded that the learning environments are mostly adequate, inclusive, and contextualized, and that their continuous strengthening represents a significant contribution to comprehensive development in early childhood education.