Systematic Review of Constructivism as a Strategy to Autonomous Learning in Early Childhood Education

Abstract

This research analyzes the impact of the constructivist approach on the development of autonomous learning in early childhood education, based on a systematic review of scientific literature published in the last six years. Articles and academic thesis from various repositories and scientific journals were reviewed, prioritizing research that analyzed the relationship between constructivism, autonomy, and early childhood education. The findings identified some of the predominant pedagogical models, such as the experiential-manipulative, socio-collaborative, and project-based learning models, as well as some effective methodological strategies, including flipped classrooms, learning centers, reflective journals, and interdisciplinary projects. Furthermore, several relevant contextual factors were identified, including specialized teacher training, appropriate physical space design, active family participation, and flexible curriculum adaptation. The analyzed studies demonstrated that the systematic implementation of constructivist approaches significantly favored comprehensive child development, strengthening aspects such as children's motivation, personal autonomy, critical thinking skills, and socio-emotional abilities. In addition, several obstacles to implementation were identified, such as resistance to change and a lack of resources, along with the demand for ongoing training and development. It was concluded that constructivism, when integrated with autonomous learning, contributed to the formation of critical, reflective students capable of managing their own learning, thus consolidating a more inclusive, meaningful early childhood education oriented toward the development of life skills.