Didactic strategy for the development of logical-mathematical skills in 4-year-old children

Abstract

Introduction: Integral development is deliberative in child development, therefore, strengthening children's own skills is a fundamental role of professionals who influence early childhood education. The research responds to the problem of attending to the development of mathematical skills in children. Objective: To design a didactic strategy for the development of mathematical logic skills in 4-year-old children. Materials and Methods: The research was non-experimental, using a mixed approach, with the use of theoretical methods: analytical-synthetic and inductive-deductive, the empirical methods used were observation, survey and criteria of specialists, the mathematical method was taken into account to represent the percentage of the results, the population was 25 students of 4 years old, and 5 teachers of initial education corresponding to the Riobamba Educational Unit located in the city of Manta-Ecuador. Results: showed that the participants of the study have poor development in skills such as notions of time and measurement, numerical sequence, correspondence relations, classification of objects and reproduction of patterns. Conclusions: A didactic strategy is proposed to support the treatment of the problem. This research provides society with a strategy to contribute to the development of preschool children.