Los huertos pedagógicos y la persistencia de tareas a largo plazo en niños de 4 a 5 años

Abstract

The present research, titled “Pedagogical Gardens and Task Persistence in Children Aged 4 to 5,” aimed to determine how the use of pedagogical gardens can serve as an effective teaching strategy for developing persistence in young children when completing long-term tasks. A qualitative study with a non-experimental, exploratory, and descriptive design was conducted. The research instruments included an observation sheet applied to 17 children in the Initial Level 2 at Unidad Educativa San Isidro Labrador, located in the Picaihua parish, canton of Ambato, and a structured interview with two teachers responsible for the pedagogical process. The results show that the implementation of the school garden promotes attention, responsibility, selfregulation, and sustained commitment in children, facilitating the development of persistence, even in tasks that require continuity and patience. Furthermore, it was found that most children persevere through difficulties, return to tasks with interest, and show satisfaction with the outcomes achieved. This confirms that the garden enables the planning of activities that stimulate the development of social, emotional, and cognitive skills, especially those related to sustained effort and intrinsic motivation. In conclusion, the school garden is a useful teaching tool that encourages the formation of persistence habits from an early age, contributing to the comprehensive development of the child.