Rincón de construcción y desarrollo del pensamiento lógico matemático en niños de 4 a 5 años.

Abstract

This research, focused to establish the relation between the building block and the development of the mathematical-logical thinking of children from four to five years old originates thanks to the use of said building block by teachers. This research is an observational, prospective, transversal, analytic and correlational descriptive type; the population chosen from the Escuela de Educacion Básica Simón Bolívar are three teachers from the sub-level 2 group from 4 to 5 years old, and the ninety-six children that make part of the class, meanwhile, the sample was just the 30% of these children. To carry out the research, three research instruments were used, the questionnaire, the observation guide and quiz. The first one was applied to the teachers and the second one was used when observing these teacher’s classes; as for the third one, it was applied to twelve children between ages four to five, this sample was reduced due the pandemic. The results obtained showed that, the teachers of this level used the building block in face-to-face classes and they also used a variety of material to develop the basic mathematical notions in children. However, in the virtual tutorships it was evidenced that the same was not present in all weeks, therefore, it was not included in the planning. At the same time, it was also noted that children what were stimulated at an early age did not show any difficulties at the moment of classify or seriate, while those who were not or did not attend to the sub-level 2 at three years old did. In conclusion, there is a relation between the building block and the development of the mathematical-logical thinking of children from four to five years old, this is why is important and necessary to develop ludic activities in the building block that allow the growth of their basic notions, and also, an early stimulation must be present since it was positive results were evidenced in children that did not attend to the sub-level 2 when they were three years old but they were stimulated by their fathers and the teachers of the Creciciendo con Nuestro Hijos program.