Beneficios del material concreto en el desarrollo del pensamiento en niños de 5 años
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Date
2025-12
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Publisher
Escuela de Educación Superior Pedagógica Pública Monterrico
Abstract
La evolución del pensamiento en niños de cinco años es un proceso fundamental en la Educación Inicial, ya que en esta etapa se desarrollan habilidades cognitivas como son la observación, interpretación, clasificación y resolución de problemas. En este contexto, el material concreto se puede considerar un recurso didáctico fundamental porque propone un aprendizaje a partir de la manipulación, a la vez que a partir de la experiencia. La presente investigación fue llevada a cabo bajo un enfoque cualitativo de diseño documental mediante la recopilación, análisis e interpretación de los estudios recientes en relación al material concreto en la Educación Inicial. De la indagación realizada se extraen resultados que evidencian que el uso del material concreto también contribuye en el desarrollo del pensamiento, ya que para el niño le supone construir conocimiento a partir de las acciones reales que contribuyen con su capacidad para representar el mundo a partir de modelos enactivos, icónicos y simbólicos tal como lo propone la teoría de Bruner. Así, uno de los hallazgos fue que el material concreto, en el proceso de aprender conceptos, favorece el pensamiento concreto y que, además, promueve la transición hacia formas de razonamiento más abstracto. De esta manera, se resalta la relevancia que los docentes hagan uso de técnicas pedagógicas que integren este tipo de recursos de manera sistemática y deliberada favoreciendo experiencias de exploración, experimentación y reflexión en niños de 5 años.
The evolution of thinking in five-year-old children is a fundamental process in early childhood education, as cognitive skills such as observation, interpretation, classification, and problem-solving are developed at this stage. In this context, concrete materials can be considered a fundamental teaching resource because they promote learning through manipulation and experience. This research was carried out using a qualitative documentary design approach through the collection, analysis, and interpretation of recent studies related to concrete materials in early childhood education. The results of the investigation show that the use of concrete materials also contributes to the development of thinking, since it allows children to construct knowledge based on real actions that contribute to their ability to represent the world using enacting, iconic, and symbolic models, as proposed by Bruner's theory. Thus, one of the findings was that concrete materials, in the process of learning concepts, favor concrete thinking and also promote the transition to more abstract forms of reasoning. This highlights the importance of teachers using teaching techniques that systematically and deliberately integrate these types of resources, promoting experiences of exploration, experimentation, and reflection in 5-year-old children.
The evolution of thinking in five-year-old children is a fundamental process in early childhood education, as cognitive skills such as observation, interpretation, classification, and problem-solving are developed at this stage. In this context, concrete materials can be considered a fundamental teaching resource because they promote learning through manipulation and experience. This research was carried out using a qualitative documentary design approach through the collection, analysis, and interpretation of recent studies related to concrete materials in early childhood education. The results of the investigation show that the use of concrete materials also contributes to the development of thinking, since it allows children to construct knowledge based on real actions that contribute to their ability to represent the world using enacting, iconic, and symbolic models, as proposed by Bruner's theory. Thus, one of the findings was that concrete materials, in the process of learning concepts, favor concrete thinking and also promote the transition to more abstract forms of reasoning. This highlights the importance of teachers using teaching techniques that systematically and deliberately integrate these types of resources, promoting experiences of exploration, experimentation, and reflection in 5-year-old children.
Description
Trabajo de investigación para optar el grado académico de Bachiller en Educación.
Keywords
Material concreto, Educación inicial, Pensamiento, Pensamiento concreto, Pensamiento abstracto