Describir las teorías tradicionalistas que obstaculizan el desarrollo del pensamiento creativo en niños de 4 a 5 años, Machala 2024.

Abstract

In the development of this research entitled to describe the traditionalist theories that hinder the development of creative thinking in children aged 4 to 5, Machala 2024 arises from the problems evidenced during pre-professional practices, noting a high limitation in the development of creative thinking in infants, the main factor is the predominance of traditional teaching by the teacher, emerging as the main motivation for the development of this research, with the aim of to describe the theories and characteristics of the traditional teaching model that hinder the development of creative thinking in children aged 4 to 5 at the Galo Plaza Lasso early childhood education center., designing and integrating educational practices that promote creativity and innovation, stimulating comprehensive and creative development in the early childhood education classroom. The research has a quantitative approach with a descriptive scope and non-experimental design, in addition, techniques such as non-participatory observation and surveys with closed questions applied to teachers and infants in an educational center in Machala were used, with instruments such as an observation guide and a questionnaire with the Likert scale, collecting data based on the dimensions of creative thinking and the characteristics of traditional teaching, resulting in that the traditional teaching model significantly limits creative thinking, because the strategies implemented by teachers stimulate very little creativity and do not allow to respond to the developmental needs of children in initial sub-level II. Therefore, an integrative proposal based on sensory integration workshops aimed at teachers was implemented with the purpose of guiding their educational practices by promoting active and multi-sensory learning. In addition, providing dynamic and meaningful learning environments that awaken children's interest and curiosity to learn, leaving behind traditional methodologies and adapting to the realities of each infant.