Abstract:

Learning with 512, is an active learning proposal, it arises within the framework of the pandemic as a solution to the lack of access to resources, monitoring and face-to-face interaction of preschool children with their teachers.

The proposal takes into account the diversity of the Dominican family, the gaps in access to technology and a special consideration in the reading gap of families, especially in the context of greater vulnerability.

Under the study of the specific characteristics of boys and girls, their learning needs and current curricular proposal, we began the preparation of comprehensive proposals that at the time of the closure due to the pandemic, we delivered door to door to the children's homes.

Recognizing that the materials alone would not be enough, we undertook the process of accompanying the implementation through YouTube videos that intuitively explain the use of the guides, voice messages with storytelling, guides, poetry, games and riddles for families with less access to technology or the internet and no access to reading skills, and in addition to this, using the school as support and reference, we established WhatsApp groups with teachers for direct follow-up in the communities.

In times of closure, 15,000 children and their families received materials, accompaniment, and support to continue learning from home and thus guarantee the reduction of inequity and the learning gap.

When the schools reopened, all the intellectual production was reviewed, adjusted to the active school dynamics, the teachers were trained and the implementation process was monitored. From this we have expanded its use to 290 schools throughout the country, reaching an impact of more than 30 thousand children learning with 512.

Currently, the guides are enriched in addition to virtual media, chatbot, WhatsApp groups, by a series of educational games, cards, reading sheets and logical thinking, which strengthen the learning of boys and girls, as well as the understanding and interaction of teachers in their classroom management.

In a recent review, under the framework of regional agreements for the recovery of learning in Latin America, our Ministry of Education has undertaken the review of existing materials based on viable pedagogical methodologies and within the framework of current curricular regulations.In this context, our Learning with 512 guides have been selected as official material for national use next school year.

This is how sustained, validated work at the service of learning has escalated within the framework of national educational policies.

Our mission is to continue promoting quality and meaningful learning for each girl and boy in the Dominican Republic and the world, from the first years of their school life, laying solid foundations for their future academic development.

Keywords:

Recovery, education, preschool, family, educators, school, children, active learning.