CONTEXTUALIZED METHODOLOGY AND DEVELOPMENT OF COGNITIVE SKILLS IN INITIAL EDUCATION IN RURAL AREAS

Abstract

Early education is a critical stage that lays the foundation for children's future learning. In rural areas, the implementation of effective educational methodologies faces unique challenges due to cultural, social, and resource differences. Contextualized methodologies emerge as a potential solution, adapting the teaching process to reflect the local environment and culture, with the aim of improving the relevance and effectiveness of learning. The central problem of this research focuses on the gap between standard educational practices and the specific needs of students in rural areas. The justification of the study lies in the need to provide an inclusive and equitable education that promotes the comprehensive development of children, considering their cultural and social context. The objectives of the research are oriented towards evaluating the impact of contextualized methodologies on children's cognitive abilities and parents' perception of teacher preparation. To achieve this, a mixed methodology was proposed that included the collection of data through parent surveys, the statistical analysis of the information collected to establish significant correlations between educational practices and the cognitive development of the students, and a survey of an educational professional. The conclusions indicate that contextualized methodologies are effective for cognitive development in initial education in rural areas. Parents perceive an improvement in their children's reading, writing, problem-solving, and critical thinking skills. In addition, they recognize the aptitude of teachers to implement these methodologies.

Keywords: Contextualized methodology, Cognitive Development, Early Education, Educational inclusion.