PLAY, INQUIRE, AND BELONG: DIVERSITY AS A POTENTIAL IN ACTIVE METHODOLOGIES IN EARLY CHILDHOOD EDUCATION

Resumen

This article analyzes play as a universal language in Early Childhood Education, linking it to inquiry and belonging as foundations for inclusive and meaningful pedagogical practices. The study aims to understand play as a mediator of children's cognitive, social, and emotional development, present practices that integrate playfulness, inquiry, and diversity, and reflect on active listening strategies that value children's uniqueness. It is justified by the need to recognize childhood in its plurality, ensuring educational experiences that promote protagonism, inclusion, and social belonging. The research question addresses how pedagogical practices can integrate play, inquiry, and diversity to foster integral development. Methodologically, this is a bibliographic study based on authors such as Vygotsky (2007), Kishimoto (2011), Freire (1996), Kolb (1984), Oliveira Formosinho (2000), Nóvoa (2009), and Imbernón (2006), as well as the BNCC guidelines (2017). The results highlight the relevance of practices that combine playfulness, inquiry, and belonging as strategies to enhance meaningful learning and promote a creative, inclusive, and diversity-sensitive Early Childhood Education.