The limited use of natural resources that are possessed, which implies endemic flora (shrubs, herbs, etc.) and production waste ( leaf litter, various plant fibers, cattle manure, poultry, etc.), which are stacked for later burning and consequently causing pollution to the environment, are some of the problems that are generated at the farm level. The objective of the research was to generate biofuel derived from the mixture of methanol, sodium hydroxide and fig oil in the Mis 2 Principitos del Comuna El Limón farm, Portoviejo canton. Within the methodology to produce biodiesel or biofuel through the transesterification process, castor oil obtained from the fig seed, methanol (methyl alcohol) and potassium hydroxide (KOH) (acid or catalyst) were used. By means of the transesterification in which 0.001 m3 of castor oil, 0.0001 m3 of methanol and 0.01 Kg of potassium hydroxide were used under conditions of an approximate temperature of 60 ° C and 40 rpm of agitation in the stirrer plate, it resulted in 0.001 m3 of biodiesel. Biodiesel can be generated from fig or castor oil, taking advantage of a biomass energy source, which can be used in pump engines for irrigation in farms.

Despite the growing tendency to create playful corners on the part of the MIES and the MINEDUC, in the CDI there continues to be an urgent need for change in the actions of the educators, with respect to how the subject of sensory activities is being handled in the stimulation of children in their first years of life and thus implement meaningful learning, the problem focuses on the lack of sensory playful corners in perceptual stimulation The study was applied to 20 educators of 5 care units of the modality Child Development Center (CDI) of several rural sectors of the Portoviejo canton, having as objective to determine the use of sensory playful corners in the stimulation of children from 1 to 3 years. The results of this work showed that there are no sensory playful corners and that educators lack knowledge about the importance of creating these spaces and making them available to children for their learning, reaching the conclusion that there is a need to create an innovative guide with content sessions, skills, play materials for the corners of visual, auditory, gustatory, olfactory and tactile perception.

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