Ambiente de aprendizaje en la estimulación del pensamiento cognitivo en los niños de 3 a 5 años

Abstract

Cognitive thought is the basis for constructing knowledge, so its development is essential in the first years of the individual's life, which is why the initial sublevel is vital in children. The research problem declared as a scientific question is: How do learning environments influence the stimulation of cognitive thinking in children from 3 to 5 years of age? The general objective is "To develop a didactic guide based on the adequacy of learning environments for the stimulation of cognitive thinking in children from 3 to 5 years". For the research development, we started from the theoretical foundation of cognitive thinking and learning environments to establish these factors' importance in the initial children's learning process. In the methodological aspect, the descriptive paradigm is assumed, with a qualitative approach of a non-experimental nature. It used the inductive-deductive method as a theoretical method and observation as an empirical method. The instruments for data collection used were the observation guide, the checklist applied to the students, and the teacher interview, which evidenced the strengths and weaknesses around the strategies applied in the learning corners. A Didactic Strategies Guide was prepared based on sensory, expressive-communicative, cognitive, sociocultural, and neural aspects to contribute to the research. Also, it submitted the proposal to the criteria of nine experts. They used the Likert scale and considered its application valid and pertinent.