Pacheco Vellojín, Shirley CristinaBuelvas Parra, Mónica del CarmenMárquez Sánchez, Camila AndreaHoyos Rodríguez, Yessica Loana2023-02-062023-02-062023-02-05https://repositorio.unicordoba.edu.co/handle/ucordoba/7028Great changes are constantly taking place in the educational field since the traditional teaching methods have been left behind to adopt new methodologies adjusted to the current context, the educational institutions nowadays manage a system where the teacher takes into account the capabilities of each student to know what strategies, methodologies and resources are necessary to achieve an inclusive education. According to the above, the objective of this research work was to develop a proposal for the elaboration of Inclusive Didactic Materials in the Preschool Level of the Santa Fe Educational Institution in the rural area of the city of Monteria. To achieve this purpose, it was necessary to implement a method with a socio-critical and action-participation paradigm among the family, teachers and children of the Educational Institution. The results show that 7 of the 15 students of the aforementioned educational institution have obtained a score in the range of 21 to 24 in logical-mathematical intelligence, while 6 of these have managed to obtain a score between 16 and 20 points and only 2 students obtained a low score in this intelligence; It can be observed that the Interpersonal intelligence was one of the highest that students develop in their daily life, obtaining 9 of 15 students in a score of 16 to 20 points and 6 students located in the range of 21 to 24 points and the elaboration of these materials responded to the need found in the Multiple Intelligences Test where it shows us that the lowest intelligences were the Musical and the intrapersonal where 40% of the students are in the lowest score in musical intelligence and 60% located in the low range of intrapersonal intelligence. With the above, it is concluded that in the classrooms of the XXI century teachers are faced with a reality and that is that students are more active, participatory and dynamic, but also present difficulties in the way of learning, which requires that each teacher perform activities to motivate and encourage students to learn and work from the capabilities and / or skills that children present as it is an effective tool that will allow optimal integral development and meaningful learningRESUMEN 4ABSTRACT 51. PLANTEAMIENTO DEL PROBLEMA 61.1. Descripción del problema 61.2. Delimitación 111.3. Formulación del problema 122. JUSTIFICACIÓN 123. OBJETIVOS 153.1. Objetivo general 153.2. Objetivos específicos 154. ESTADO DEL ARTE 165. MARCO TEÓRICO 206. MARCO CONCEPTUAL 267. MARCO LEGAL 308. MARCO METODOLÓGICO 328.1. Tipo de estudio 328.2. Población y muestra 348.3. Técnicas e instrumentos 359. RESULTADOS 379.1. Fase diagnóstica 379.2. Elaboración e implementación de materiales didácticos 459.2.1. INTELIGENCIA INTRAPERSONAL 429.2.2. INTELIGENCIA MÚSICAL 4610. DISCUSIÓN 4911. CONCLUSIONES 5012. RECOMENDACIONES 5212. BIBLIOGRAFÍA 5313. ANEXOS 57application/pdfspaCopyright Universidad de Córdoba, 2023Trabajo de grado - Pregradoinfo:eu-repo/semantics/restrictedAccessAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)EducaciónDidácticaEstudiantesInclusiónAprendizajeEducationDidacticsStudentsInclusionLearning