Browsing by Author "Panimboza Yugcha Mayra Guadalupe"

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    El uso del material concreto en el desarrollo del pensamiento preoperacional de niños de 4 a 5 años
    (Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Inicial, 2025-06-26) Panimboza Yugcha Mayra Guadalupe; Arroba López Gissela Alexandra; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Inicial
    The present study with the theme "The use of concrete material in the development of preoperational thinking in children aged 4 to 5" has as its general objective to analyze how the use of concrete material influences the development of preoperational thinking in children aged 4 to 5 years, an alternative hypothesis (H1) was raised which proposed that the use of concrete material would influence the development of preoperational thinking. The research had a quantitative approach, of a basic type, with a descriptive and exploratory scope, the sample consisted of 30 children from the "Rodríguez Albornoz" Educational Unit, who were given an observation form to evaluate the initial level of preoperational thinking before and after applying the activities, analyzing aspects such as symbolic thinking, egocentrism, irreversibility, centering and transductive reasoning. The evaluation indicated notable improvements in classification, seriation, pattern identification and understanding of spatial and numerical relationships. For data analysis, a Shapiro-Wilk normality test was used, which yielded a significance value of 0.0023 pre-application of the worksheet, as well as a significance value of 0.0007 post-application of the worksheet, indicating that the data did not follow a normal distribution. For this purpose, a non-parametric Wilcoxon test was applied to compare related samples, this yielded a value V = 335.5 with a significance level of 0.0004, which allowed us to reject the null hypothesis and accept the alternative. In conclusion, the results demonstrated that the use of concrete material favors meaningful learning, enriches cognitive development and the development of preoperational thinking, while promoting active interaction in children.