Sustainable Learning and the Difficulties of Integral Child Development: Case Study in Children of an Educational Center in Cuenca, Ecuador

This paper presents the results of an investigation carried out on a group of children at the initial education level (between 3 and 5 years old) from an educational center in Ecuador. The goal was to determine the incidence of sustainable learning in the difficulties of comprehensive child development within the context of the pandemic caused by the COVID-19 virus. During the investigation, quantitative and qualitative methods were used, involving teachers and parents. Among the main findings, it is highlighted that there is an appreciable lack of knowledge about the milestones of child development by parents and teachers, and also deficient knowledge about comprehensive child development was evidenced, which represents a risk, since these factors could prevent an early detection of learning difficulties in children and, consequently, a late intervention of support so that they can overcome them. In addition, important recommendations are presented that teachers at this level, educational institutions, and children's families can apply to improve the learning process.