The COVID-19 pandemic is defined as a public health emergency that concerns all human beings at the international level, this situation has generated impacts never seen in the XXI century and has represented a great challenge for the emotional situation of the entire population. In this case, early childhood children were directly affected, due to mandatory quarantines, virtual education, among other measures taken to prevent the spread of the virus. Undoubtedly, adapting represented a great challenge. Therefore, the present research aims to design a participatory proposal that strengthens resilient skills in early childhood children for the resignification of a post-pandemic school of the District Educational Institution (IED) Gonzalo Arango, located in the city of Bogota, Colombia. For this purpose, a study population was chosen, made up of early childhood children, to whom a series of surveys were applied, as well as to parents and teachers; with the purpose of knowing different situations they experienced during the compulsory quarantine and how all this could affect the children. For the purposes of this work, a qualitative approach and a descriptive design was adopted, based on the action-research methodology, based on the fact that the context of COVID-19, as a pandemic, is new. For this reason, an extensive investigation of similar events in the past was conducted. The results were divided into three important segments, in order to be able to work correctly and carry out the reintegration of the children into presence after the possible effects left by COVID-19: the first corresponds to the analysis of the children's perception of the pandemic and isolation; the second evidences the role played by parents regarding the isolation due to COVID-19 and how stress can influence children; and the third focuses on the role played by teachers and their strategies to mitigate the damage caused by the pandemic and isolation in children, not only educationally but also emotionally.