EDUCATIONAL PROCESSES, ZONE OF PROXIMAL DEVELOPMENT, AND AUGMENTED REALITY

Abstract

Augmented Reality (AR) has emerged as a technology capable of enhancing pedagogical practices in Early Childhood Education by integrating virtual elements into the physical environment, fostering interactive and meaningful learning experiences. This article aimed to analyze the contributions of AR to children's cognitive and social development based on the principles of Seymour Papert's Constructionism and Lev Vygotsky's Zone of Proximal Development. This is a bibliographic study with a qualitative approach, grounded in research on child development, digital technologies, and learning, complemented by the presentation of educational applications featuring AR resources. The findings indicate that, when mediated by teachers and integrated into pedagogical planning, Augmented Reality promotes active learning, creativity, language development, logical reasoning, autonomy, and social interaction. It is concluded that this technology constitutes a pedagogical resource capable of enriching educational processes and fostering meaningful learning in Early Childhood Education.