El Método Agazziano y el Aprendizaje Significativo en Niños y Niñas del Inicial Ii de 4-5 Años de la Escuela Princeton Garden School de la Provincia De Chimborazo, Cantón Riobamba

This study aimed to analyze the impact of the Agazzi method on the generation of meaningful learning in children aged 4 to 5 at Princeton Garden School. This pedagogical approach is based on direct experience, play, autonomy, and emotional connection with the environment. The research followed a quantitative approach with a quasi-experimental design, applied to two groups (experimental and control) over a defined period. The Test de Desarrollo Infantil (TADI) was used as an assessment tool in both pretest and posttest phases to evaluate progress in cognitive, motor, linguistic, socio-emotional, and overall learning development. Results from the experimental group showed significant improvements across all assessed areas, with notable increases in the “normal” and “advanced” levels and a reduction in “risk” and “delay” cases. In contrast, the control group presented minimal changes, maintaining similar performance levels between the two test phases. These findings highlight the value of the Agazzi method as an active and humanistic pedagogical strategy. It is concluded that the systematic application of the method supports the child’s integral development by enhancing autonomy, social interaction, and critical thinking.