Estrategía didáctica de aprendizaje significativo implementada en un EVA para reconocer las características de la habilidad de pensamiento de clasificación

Abstract

The development of logical-mathematical thinking from preschool age is essential for students to understand and interpret their context. Through basic cognitive processes such as classification, students can discover the world through reasoning, problem-solving, and the strengthening of critical and reflective thinking. It is evident that at these levels, the formative process on topics of this nature is scarce, and the progress of such important skills is left to chance. In classrooms, mechanical and repetitive learning is provided, where only superficial knowledge of numbers is emphasized, and a student is considered proficient simply because they can recite them. When it comes to technology in early childhood, we face the dilemma of integrating it into the classroom and, therefore, into pedagogical practices. Many teachers are unaware of how to incorporate technology-related topics into the curricula at these levels and lack the skills to use technological tools to design activities that involve active participation at these ages. This creates the need to integrate a Virtual Learning Environment (VLE) in early childhood to allow students to use technological tools to acquire digital competencies through motivating playful pedagogical strategies, and to build and strengthen their knowledge in a meaningful way.