Inclusive strategies for the improvement of formative practices in early childhood education students

• Autores: Meza-Carrasco, Dora, Valverde-Meza, Carmen
• Formato: artículo
• Fecha de Publicación: 2026
• Institución: Instituto Universitario de Innovación Ciencia y Tecnología Inudi Perú
• Repositorio: Revista Innova Educación
• Lenguaje: español
• OAI Identifier: oai:ojs2.revistainnovaeducacion.com:article/1152
• Enlace del recurso: https://revistainnovaeducacion.com/index.php/rie/article/view/1152
• Nivel de acceso: acceso abierto
• Materia: formative practices; higher education; inclusive strategies; improvement; estrategias inclusivas; educación universitaria; mejoramiento; prácticas formativas; estratégias inclusivas; educação universitária; melhoria; práticas formativas

The current environment shows progress in integrative educational approaches with an inclusive perspective oriented towards attention to diversity and social integration. This research sought to determine the extent to which the use of inclusive strategies improved formative practices in students of the Early Childhood Education program at the Universidad Católica de Trujillo (Peru). The study was developed under a quantitative approach, with a pre-experimental single-group design with pretest and posttest, and an applied research type. The sample consisted of 60 students, selected through non-probabilistic convenience sampling. The interview technique was used for data collection and a structured questionnaire as the instrument, validated by expert judgment and with acceptable reliability determined by Cronbach's alpha coefficient. Data analysis was performed using descriptive and inferential statistics; previously, a normality test (Kolmogorov-Smirnov) was applied, whose results showed a normal distribution of the data (p > 0.05), allowing the use of parametric statistical tests. The comparison of the pretest and posttest results was carried out using the Student's t-test, which showed statistically significant differences (p < 0.05) in favor of the posttest, showing a significant increase in the level of formative practices after the application of inclusive strategies, concluding that the systematic use of these strategies is important for initial university teacher training.