Desarrollo cognitivo y las dificultades en el reconocimiento de las nociones temporales en los niños del subnivel preparatoria

Abstract

The present work entitled "Cognitive development and the difficulty in recognizing temporal notions in children of the preparatory sublevel" had as its main objective to determine the relationship between cognitive development and the difficulties of temporal notions, the method was quantitative, which was required to quantify the collected data. Likewise, the use of various didactic resources was made in order to increase the abilities and skills in this type of notions, which were easy to prepare and acquire. Regarding the methodology, the quantitative method and the descriptive-correlational approach were approached, specifically to obtain an answer to the problem, two investigative instruments were applied: the observation guide that was addressed to the children and the structured interview focused on the teachers of high school, being very useful for obtaining answers to the problem posed. The results generated allow us to reaffirm that, if there is a relationship between both variables due to the degree of maturity of the student's development, which allows for greater learning. According to the observation guide made to 38 students of the "Héroes de Jambelí" Basic Education school, they reflected that infants have a greater part of difficulty in discriminating the temporal notions of yesterday, today and tomorrow together with that of the past, present. and future. Due to the analysis of the existing problem, an innovative proposal was implemented, such as a didactic guide of activities or strategies directed particularly at teachers, with the aim of expanding the range of options that favor knowledge, thus being crucial for infants to learn to assimilate and at the same time they can be inserted into a new learning.