Development of Mathematical Logic and Learning in Children From 3 to 5 Years Old

Abstract

Mathematical logical thinking is developed through socialization and constant learning by means of culture and social factors, which are determining factors in knowledge acquired through interaction and participation, as established by Vygotsky, and instituted by the Early Education Curriculum of Ecuador, as referents for learning in children in early childhood. In this context, the objective of the study was to promote the development of mathematical logic and learning in children from 3 to 5 years of age through the application of play activities. 

The qualitative-quantitative approach, descriptive research, expert interview and structured observation were used through the application of a checklist to 57 infants in early childhood education 2, 27 children in the 3 year-old group and 30 children in the 4 year-old group of the Carlos Enrique Parrales basic education school, which took the skills established in the early education curriculum, logical-mathematical relations. 

As results, it was initially found a higher percentage of children in sub-level 2 of 3 years old, in the process of understanding the relationship of numbers from 1 to 5; as well as in the initial stage to understand the relationship of the numeral with the quantity up to 5 (symbolic representation of the number). In sublevel 2 of 4-year-olds, 60% were in the process of identifying notions of long, short, thick, and thin measures in objects. Another 63% were in the process of understanding the number-quantity relationship up to 10. The final checklist revealed that the skills were acquired for the highest percentage of children in both groups 3 and 4 years old. It is concluded that by carrying out play activities that include the skills of the curriculum, mathematical logical development and learning are promoted without the children having stopped having fun and continuing in their world of games, laughter, and fantasies.