Playful Experiences in the Development of Logical Thought

Abstract

The purpose of the research was to implement playful experiences for the teaching of logical thinking in the Bolivarian Initial Education Center Misia Jacinta de Crespo, Corazón de Jesús parish of the Barinas municipality, Barinas state. Methodologically, it was based on the socio-critical paradigm under the action research method in the phases provided by Hurtado and Toro (2005), diagnosis, planning, execution and evaluation; the informants being two (2) teachers, sixteen (16) children and three (3) fathers, mothers or representatives, who were applied techniques such as observation of the teaching planning, structured interview with the representatives through an observation guide and an interview script. These instruments were internally validated, in addition, the information was analyzed through triangulation, being able to develop an action plan that was executed and evaluated. Among the conclusions, it is highlighted that: the application of playful strategies facilitates the cognitive development of boys and girls, as well as their logical abilities, the use of the manipulation strategy allows motivation to order and count objects. Likewise, the application of observation and perception games contribute to the interest in knowing objects, textures and shapes, consequently, a neuronal stimulation is generated in the students.