La autonomía en la primera infancia.
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2026-07-27
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Escuela de Educación Superior Pedagógica Pública Víctor Andrés Belaunde
Resumen
La presente investigación tuvo como propósito analizar la autonomía, en niños de la primera infancia como una capacidad esencial para su desarrollo integral de los niños. Este estudio adopta un enfoque documental y descriptivo basado en la selección, revisión y análisis de la información organizada en una bitácora y cuadro de análisis que ayudó a la organización de categorías temáticas Los resultados muestran que la autonomía abarca dimensiones moral, social y cognitiva, y que su desarrollo requiere ambientes preparados, rutinas significativas, responsabilidades acordes con la edad y el juego como estrategia pedagógica central. Las teorías revisadas coinciden en que el niño es protagonista de su aprendizaje siempre que cuente con libertad acompañada de límites, acompañamiento respetuoso y oportunidades de exploración. Se destaca el rol complementario del docente y familias en el proceso de fortalecer esta capacidad. Se concluye que la autonomía es un eje fundamental en la educación inicial que se construye de manera progresiva mediante la interacción entre el niño, el entorno y los adultos. Su avance fortalece la confianza, la autorregulación y la participación activa, contribuyendo a la formación de sujetos críticos y responsables.
ABSTRACT The purpose of this research was to analyze autonomy in early childhood as an essential capacity for children's holistic development.The study adopts a documentary and descriptive approach, based on the selection, review, and analysis of information organized through a research log and analytical charts, which allowed for the systematization of thematic categories. The results show that autonomy encompasses moral, social, and cognitive dimensions, and that its development requires prepared environments, meaningful routines, age-appropriate responsibilities, and play as a central pedagogical strategy. The theories reviewed agree that the child is the protagonist of their own learning when provided with freedom accompanied by limits, respectful guidance, and opportunities for exploration. The complementary role of teachers and families in strengthening this capacity is also highlighted. It is concluded that autonomy is a fundamental axis of early childhood education, constructed progressively through the interaction between the child, the environment, and adults. Its development strengthens self-confidence, self-regulation, and active participation, contributing to the formation of critical and responsible individuals.
ABSTRACT The purpose of this research was to analyze autonomy in early childhood as an essential capacity for children's holistic development.The study adopts a documentary and descriptive approach, based on the selection, review, and analysis of information organized through a research log and analytical charts, which allowed for the systematization of thematic categories. The results show that autonomy encompasses moral, social, and cognitive dimensions, and that its development requires prepared environments, meaningful routines, age-appropriate responsibilities, and play as a central pedagogical strategy. The theories reviewed agree that the child is the protagonist of their own learning when provided with freedom accompanied by limits, respectful guidance, and opportunities for exploration. The complementary role of teachers and families in strengthening this capacity is also highlighted. It is concluded that autonomy is a fundamental axis of early childhood education, constructed progressively through the interaction between the child, the environment, and adults. Its development strengthens self-confidence, self-regulation, and active participation, contributing to the formation of critical and responsible individuals.
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autonomía, desarrollo infantil, primera infancia, autonomy, child development, early childhood