EARLY CHILDHOOD EDUCATION AND PDCA ORGANIZATION OF PEDAGOGICAL ROUTINES

Abstract

This study addressed the application of the PDCA method in organizing pedagogical routines in early childhood education, focusing on organizational practices aimed at child development. The research was guided by the following question: how can the PDCA method contribute to organizing pedagogical routines in early childhood education, promoting practices aligned with children's integral development? The general objective was to analyze how PDCA can be applied to early education by promoting more effective pedagogical systematization. The methodology used was bibliographic research based on authors who discuss teacher training, active methodologies, and educational technologies. In the development, the four PDCA stages – plan, do, check, and act – were analyzed and related to teaching practice and the daily demands of early education. It was found that PDCA supports intentional planning, structured execution, formative assessment, and corrective action, allowing for greater coherence and efficiency in the school routine. The final considerations indicated that the method contributes to the continuous improvement of pedagogical practices and strengthens the teacher's role as a reflective agent. Further empirical studies were suggested to complement and validate the findings in real educational settings.