Desarrollo de la geometría en niños de 4 años

Abstract

The present study had two main goals, the first was to determine the level of development of geometric skills of 4-year-old children, and the second was to analyze if there is a relationship between the level of maternal education and children’s geometric performance. For this, was quantitative approach of descriptive in scope was used, with the participation of 60 preschool children attending public and private schools in the city of Cuenca. Children's level of geometric development was evaluated using the Tools for Early Mathematical Assessment test and the Spatial Thinking test. Data on the level of maternal instruction were obtained from the socioeconomic records filed by the teachers in each classroom. The results indicated that the children have low geometric performance and that there are large individual differences in that performance. In addition, the level of maternal instruction was not correlated with the children's geometric skills. From the educational point of view, the results of this research point to the need to implement educational interventions that stimulate essential geometric skills in Ecuadorian preschool classrooms.