Tipos de aprendizaje significativo en niños de educación inicial

The research seeks to diagnose the types of significant learning in early education children of the C.E.I.A. La Alquitrana Children's Day Care Foundation. With a positivist methodology, with a quantitative approach, quasi-experimental, longitudinal panel design, and field, of an explanatory type, the survey was used as a technique and a questionnaire as an instrument, validated with the judgment of five (5) experts, and with a reliability coefficient of 0.87, Kuder-Richardson 20, being highly reliable, which allowed applying descriptive statistics, and an inferential analysis to determine the veracity of the descriptive analysis, with the SPSS software version 19, in the population were selected 30 study subjects divided 15 for the control group and 15 for the experimental group, with non-probabilistic, intentional sampling. The results show the importance of promoting meaningful learning, where children can attribute meaning to information, relate it to their previous knowledge and apply it in various contexts of their lives, the use of learning by representations and propositions, with assignments of symbols and objects, establishing connections between concepts to generate new knowledge and understanding, this implies promoting skills such as solving problematic situations, participation and construction of knowledge, in order to enhance their cognitive development and prepare them to face future challenges. It is concluded that students require attention through the application of facilitating strategies to increase their significant learning, which is classified as initiated.