Abstract

Aim.  This article systematizes the experience of two practice courses of the Pedagogy career with an emphasis on Preschool and Early Childhood Education (abbreviated as PEEP-PRI) from the National University, Costa Rica, regarding the critical skills developed by the students from the project Challenging my pedagogical creativity.

Methodology.  The methodological approach is based on problem-based learning that proposes the theory-practice relationship with the resolution of problems experienced in a specific context. Both courses propose the Challenging my Pedagogical Creativity project, which aims to help students identify challenging situations and develop critical skills through specific pedagogical innovation responses. A total of 33 students from level II and 20 students from level IV of the PEEP-PRI program participated, taking the courses on Pedagogical Mediation Experiences from birth to 3 years, and Cognitive and Learning in Early Childhood, respectively, in the year 2022. The methodological design corresponds to action research; pedagogical planning and the systematization of experiences as tools to analyze and document practice were prioritized.

Results.  It is highlighted that problem-based learning allows the development of different skills in students, such as critical thinking, innovation, creativity, collaborative work, autonomy and self-management.

Discussion.  Applying a problem-based learning methodology in the university context allows us to break traditional educational paradigms by guaranteeing a greater prominence for the student body, so that it can influence a positive transformation in the different educational contexts in which it will be developed.

Keywords: Teacher training; problem-based learning; challenging situation; preschool; early childhood education; pedagogical praxis; SDG 4; Quality education; learning experiences