The present research has the general objective of designing a multisensory experimental practical laboratory for early childhood teachers for the teaching of reading and writing processes in children of the Robert Owen School. This laboratory was directed to 10 teachers, 6 of them kinder garden and first grade teachers; and 4 rotating teachers in areas such as English, Computer science, physical education and Arts; school located in the city of Bogotá. This research was developed taking into account the qualitative methodological approach through an action research design (Descriptive); directing the present investigation in the following phases; Diagnostic phase, in which data collection was carried out through surveys that led us to identify the learning needs and at the same time the population with which we worked was characterized; Intervention phase, supported by theorists such as Verlee Williams, Daniel Cassany, Villalva and Antoranz, to design the multisensory experimental practical laboratory that addresses the reading and writing process that allowed the strengthening of said processes; Implementation phase, the multisensory experimental practical laboratory was executed, which was worked through in 4 workshops (brain, visual sense, auditory sense and kinesthetic sense) emphasized in the dynamics of the acquisition of reading and writing, observing thus the reaction of teachers to multisensory methodology and their pedagogical practice; Reflection and execution phase; In this phase, the basic and clear tools were available that allowed to complete the research process and recognize the impact on teaching pedagogical practice; in turn, the information collected during the entire investigation process is described and interpreted.