This document describes a research process whose objective is aimed at strengthening the teaching-learning of environmental education in early childhood from a pedagogical strategy supported by Learning Technologies and access to Knowledge in the Luis Carlos Galán Educational Institution of Acacias, in Colombia. The methodology is mixed through an action-research method supported by techniques such as the survey applied to 164 teachers to learn about the use of TACs, the focus groups prior to the implementation of activities that involved 12 students from an experimental group and 12 of one control, both from preschool. The results show that teachers have knowledge about TACs, but they do not implement them for the design of their own educational resources. In addition, students present a diagnosis characterized by basic notions in the categories of environment, pollution, solid waste and recycling. From this, four pedagogical activities contained in a virtual learning object (VLO) of four thematic units were designed, so that when they are implemented and the subsequent focus groups are carried out, significant learning is evidenced in the children of the experimental group. since they emit specialized, sophisticated and extended concepts. It is concluded that the pedagogical strategy through the OVA was effective to strengthen the teaching-learning of environmental education, mainly due to its playful nature.