MENA GALVEZ, Juan Roberto; MOREJON CARMONA, Xiomara; FERNANDEZ PENA, Carlos Luis    NAVARRO GUZMAN, José Ignacio. Transferencia del reconocimiento de cantidades en el proceso educativo del niño preescolar. Estudio exploratorio. []. , 21, 4   30--2023. ISSN 1815-7696.

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En el artículo se abordó un significativo problema para el proceso educativo de la primera infancia, relacionado con el desarrollo de la transferencia del reconocimiento de cantidades en la edad preescolar. En correspondencia, se pretendió establecer los aspectos esenciales del proceso de desarrollo de la transferencia del reconocimiento de cantidades como parte del proceso educativo de los niños de edad preescolar y los requerimientos necesarios para implementarlo en el seminternado "Salvador González" del municipio Pinar del Río. La investigación siguió un enfoque cualitativo. En función de dar respuesta al objetivo, se realizó una revisión bibliográfica que permitió recopilar la información necesaria de los resultados teóricos precedentes. Además, se utilizaron otros métodos como el analítico-sintético e inductivo-deductivo, que permitieron la interpretación y elaboración de los resultados finales. De esta forma fue posible determinar que un proceso dirigido al desarrollo de la transferencia del reconocimiento de cantidades debe cumplir con la implementación de requisitos como: determinación del nivel de apropiación del sistema de contenidos relativo al reconocimiento de cantidades de 1 al 10, el establecimiento de similitudes entre tareas de aprendizaje, la estructuración paulatina del grado de dificultad en las tareas, sistematización de ejemplos que propicien la abstracción de características esenciales de las situaciones problemas presentadas, establecimiento de conexiones entre el contenido a aprender con las experiencias cotidianas y del proceso educativo de los niños.

O artigo abordou um problema significativo para o processo educacional da primeira infância, relacionado ao desenvolvimento da transferência de reconhecimento de quantidade na idade pré-escolar. Correspondentemente, pretendeu-se estabelecer os aspectos essenciais do processo de desenvolvimento da transferência de reconhecimento de quantidade como parte do processo educacional de crianças pré-escolares e os requisitos necessários para implementá-lo no semi-internato "Salvador González" no município de Pinar del Río. A pesquisa seguiu uma abordagem qualitativa. Para responder ao objetivo, foi realizada uma revisão bibliográfica que permitiu coletar as informações necessárias dos resultados teóricos anteriores. Além disso, foram utilizados outros métodos como o analítico-sintético e o indutivo-dedutivo, que permitiram a interpretação e elaboração dos resultados finais. In this way, it was possible to determine that a process aimed at the development of the transfer of quantity recognition must comply with the implementation of requirements such as: determination of the level of appropriation of the content system related to the recognition of quantities from 1 to 10, the establishment of similarities between learning tasks, the gradual structuring of the degree of difficulty in the tasks, systematization of examples that promote the abstraction of essential characteristics of the presented problem situations, establishment of connections between the content to be learned with the daily experiences and the educational process of children.

In the article, a significant problem for the early childhood educational process was addressed, related to the development of the transference of the recognition of quantities in the preschool age. Correspondingly, it was intended to establish the essential aspects of the development process of the transfer of quantity recognition as part of the educational process of preschool children and the necessary requirements to implement it in the "Salvador González" semi-boarding school of the Pinar del Río municipality. The research followed a qualitative approach. In order to respond to the objective, a bibliographic review was carried out that allowed the necessary information to be collected from the previous theoretical results. In addition, other methods such as the analytical-synthetic and inductive-deductive were used, very useful in the study, interpretation and elaboration of the final results. In this way, it was possible to determine that a process aimed at the development of the transfer of quantity recognition must comply with the implementation of requirements such as: determination of the level of appropriation of the content system related to the recognition of quantities from 1 to 10, the establishment of similarities between learning tasks, the gradual structuring of the degree of difficulty in the tasks, systematization of examples that promote the abstraction of essential characteristics of the problem situations presented, establishment of connections between the content to be learned with daily experiences and the educational process of children.

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