Descripción

The objective of this research article is to compare the foundations provided by accelerated learning, with the integral development pursued by the Colombian educational system. For this, a field investigation based on the mixed method was carried out. As data collection instruments, a semi-structured interview was applied to ten teachers from private educational institutions in the tourist and cultural district of Riohacha, and an observation guide with a Likert scale, for children who were subject to the early promotion. The results show that some of them present a cognitive development in line with the grade they are in; however, they manifest deficiencies in social integration with the group, which could be affecting their emotional development.