El juego como proceso educativo en el área de matemática para niños de 3 años
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Date
2024
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Universidad Nacional de Trujillo
Abstract
El presente trabajo tiene como objetivo identificar el juego como proceso educativo en el área de matemática para niños de 3 años, a su paso estableciendo las características del juego que permiten que exista una influencia positiva, permite explicar el papel del juego en los niños así como realizar un análisis de los resultados de las investigaciones científicas más recientes y con mayor relevancia, esto debido a la problemática que se expuso acerca del aprendizaje en el área de matemáticas, el desarrollo del presente trabajo de suficiencia se desarrolló de metodología cualitativa, permitiendo analizar artículos, boletines y tesis que se han desarrollado acerca de los juegos en el aprendizaje del área de matemática, concluyendo de esta manera que todos los conceptos identificados se estableció que el juego es una estrategia en el área de matemática para los niños de tres años, el ministerio, lo emplea como estrategia y menciona que se puede usar para desarrollar ciertas competencias como: resolver problemas de cantidad o problemas de localización, forma y movimiento, empleando juegos que le permiten explorar objetos del mundo que les rodea y descubriendo los aspectos perceptuales tales como su color, forma, tamaño o peso, lo cual es demostrado al elegir un juego y clasificar que juguetes empleará para ello, dejando los que no corresponden de lado, cuando emplean frases como “tengo muchos juguetes”, cuando juegan a las escondidas y les toca contar, cuando indica la ubicación de algún juguete, cuando emplea objetos para alcanzar sus juguetes.
The present work aims to identify the game as an educational process in the area of mathematics for 3-year-old children, establishing the characteristics of the game that allow a positive influence to exist, it allows to explain the role of the game in children as well as to perform an analysis of the results of the most recent and most relevant scientific research, this due to the problem that was exposed about learning in the area of mathematics, the development of this sufficiency work was developed from qualitative methodology, allowing to analyze articles, bulletins and theses that have been developed about games in learning in the area of mathematics, thus concluding that all the concepts identified established that the game is a strategy in the area of mathematics for three-year-old children, the ministry uses it as a strategy and mentions that it can be used to develop certain skills such as: solving quantity problems or location, shape and movement problems, using games that allow them to explore objects in the world around them and discovering perceptual aspects such as their color, shape, size or weight, which is demonstrated by choosing a game and classifying which toys will be used To do this, leave aside those that do not correspond, when they use phrases like “I have many toys”, when they play hide and seek and have to count, when they indicate the location of a toy, when they use objects to reach their toys.
The present work aims to identify the game as an educational process in the area of mathematics for 3-year-old children, establishing the characteristics of the game that allow a positive influence to exist, it allows to explain the role of the game in children as well as to perform an analysis of the results of the most recent and most relevant scientific research, this due to the problem that was exposed about learning in the area of mathematics, the development of this sufficiency work was developed from qualitative methodology, allowing to analyze articles, bulletins and theses that have been developed about games in learning in the area of mathematics, thus concluding that all the concepts identified established that the game is a strategy in the area of mathematics for three-year-old children, the ministry uses it as a strategy and mentions that it can be used to develop certain skills such as: solving quantity problems or location, shape and movement problems, using games that allow them to explore objects in the world around them and discovering perceptual aspects such as their color, shape, size or weight, which is demonstrated by choosing a game and classifying which toys will be used To do this, leave aside those that do not correspond, when they use phrases like “I have many toys”, when they play hide and seek and have to count, when they indicate the location of a toy, when they use objects to reach their toys.
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Keywords
Educación, Educación de la primera infancia, Juego, Juego educativo, Matemáticas, Aprendizaje activo