Resumen

GARCIA-ZAMBRANO, Bety Elizabeth; PERERO-ROSADO, Carlos Eráclito  y  CAGUA-OSTAIZA, Ándres Gelacio. Disruptive Strategy Programs in early Childhood Education. Revista Docentes 2.0 [online]. 2026, vol.19, n.1, pp.198-208.  Epub 29-Mayo-2026. ISSN 2665-0266.  https://doi.org/10.37843/rted.v19i1.765.

Early childhood education faces contemporary challenges that demand innovative and flexible pedagogical approaches capable of redefining traditional educational settings. The central purpose of this study was to systematically examine recent scientific literature related to programs based on disruptive practices within the early childhood education level, focusing on identifying emerging trends, evidence of educational impact, and difficulties associated with their implementation, with particular attention to Latin American contexts, especially Ecuador. The research was conducted from an interpretive paradigm, using a systematic qualitative approach with an analytical documentary design of a narrative-thematic nature and cross-sectional scope. The sources analyzed came from academic repositories and high-impact scientific databases. The results identified research focused on pedagogical innovation, technology-mediated play-based methodologies, STEAM proposals, management of disruptive behaviors, and the use of artificial intelligence as an emerging pedagogical resource. Of the 83 documents located, a screening process was carried out according to established criteria, ultimately selecting 37 relevant studies for systematic review. The findings demonstrate positive effects on motivation, students' holistic development, self-regulation, and attention to vulnerable contexts, thus confirming the achievement of the stated objective. Finally, the implications for teaching practice are analyzed, and guidelines are proposed to direct future lines of research in early childhood education.

Palabras clave : Disruptive strategies; early childhood education; artificial intelligence..

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