I have found that drawing or doing something with muddy materials give opportunities to meaningful talk. And reading aloud with conversation, including questions about their experience related with what is in reading.
We used it in some projects, and are useful to gather information from kids. It is a way to understand the term "approach".
I think there is another level: when you perform activities to promote learning or to make children "deploy" some of its deep understanding in something. There is more intervention, with active and situated kid participation. This is another meaning of the term "approach", where the exposition of dr. António José Rodrigues Rebelo
makes sense, and fairly acknowledge the leagacy of Jean Piaget and his team and colleagues in Geneva.
One of the developments on that perspective is the use of intellectual tools, like in observation, exploration, comparison and inferences in children, a topic that interests me so much. An important work on that perspective have been done in Latin America by Emilia Ferreiro, Dominique Colinvaux, Rebeca Puche-Navarro and, in Spain, by Cesar Coll, Ana Teberoski and Liliana Tolchinsky.
Nicolás Arias Velandia , thank you for sharing again. Yes, it would be interesting to share different techniques-or similar- from different cultures and countries!