El material concreto para el desarrollo del pensamiento divergente en los niños del subnivel preparatoria en el cantón Machala.

Abstract

This study arises from what was observed during the pre-professional internship period, seeking to guarantee the adequate use of concrete material for the development of divergent thinking in children of the preparatory sub-level through a didactic guide. The research has a mixed approach, since it makes use of quantitative and qualitative research, which allows a broader exploration of the topic of study. Likewise, it is inclined to a non experimental design with a correlational scope, additionally, two research variables are presented, which contain themes and subthemes according to divergent thinking and concrete material. The sample is composed of a total of 42 boys and girls, representing 40% of the children of the preparatory sub-level, with ages ranging from 5 to 6 years, for which a checklist was applied, pertinent to the quantitative approach, and an open interview was also used with 3 classroom teachers, corresponding to the qualitative approach. The results obtained show that there is little knowledge about the term divergent thinking and its characteristics, as well as the limited use of concrete material by teachers, so it is necessary to promote divergent thinking through the use of concrete material. As a proposal of this research, a didactic guide was elaborated to allow a more effective integration of this resource in the educational process, favoring the development of divergent thinking.