<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2077-2955</journal-id>
<journal-title><![CDATA[Transformación]]></journal-title>
<abbrev-journal-title><![CDATA[trf]]></abbrev-journal-title>
<issn>2077-2955</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Camagüey]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2077-29552020000100090</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Iniciación del ajedrez en la infancia preescolar: un experimento pedagógico]]></article-title>
<article-title xml:lang="en"><![CDATA[Introduction of chess in preschool childhood: a pedagogical experiment]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez Peña]]></surname>
<given-names><![CDATA[Luis Enrique]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Camagüey  ]]></institution>
<addr-line><![CDATA[Camagüey ]]></addr-line>
<country>Cuba</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<volume>16</volume>
<numero>1</numero>
<fpage>90</fpage>
<lpage>105</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S2077-29552020000100090&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S2077-29552020000100090&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S2077-29552020000100090&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Objetivo: El objetivo de este artículo es ofrecer los resultados de un experimento pedagógico para comprobar la validez de la estrategia de iniciación ajedrecística preescolar sustentada en un modelo pedagógico donde se revela la lógica de iniciación del Ajedrez, como actividad lúdica en el proceso educativo de los niños de cuatro a cinco años.  Métodos:  Para corroborar pertinencia de las dimensiones, indicadores e instrumentos a emplear se emplearon la consulta a expertos y talleres de opinión crítica y construcción colectiva. En tanto para determinar la efectividad de la estrategia se realizó un experimento pedagógico (cuatro grupos de Solomon) con los niños de cuatro a cinco años atendidos en un círculo infantil y por el programa &#8220;Educa a tu Hijo&#8221; de una escuela primaria en la ciudad de Camagüey.  Resultado:  Los resultados del experimento revelan diferencias significativas en los indicadores de la variable dependiente (iniciación ajedrecística preescolar) en los grupos experimentales con relación a los grupos de control, se verifica el impacto de la estrategia pedagógica y la pertinencia del método vivencial - modelador en la iniciación del ajedrez en el proceso educativo de los niños de cuatro a cinco años.  Conclusión: Los resultados obtenidos, en las dimensiones e indicadores evaluados, avalan la pertinencia de la iniciación del ajedrez como una posibilidad lúdica en el proceso educativo de la educación preescolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Objective: The papers aims at assessing the reliability of a strategy for introducing play in preschool centers. The strategy is based on pedagogical a model a model that describes the logic of the introduction as a ludic activity in the educational process of four to five years old children.  Methods: The pertinence of the descriptors and tools to be used was assessed by expertise interviewing and critical opinion and collective construction workshops. The strategy reliability assessment was completed with a pedagogical experiment (four groups of Solomon) with children of four to five years old attending to preschool centers of following the &#8220;Educa a tu Hijo&#8221; program at the Camagüey city.  Result: The findings revealed significant differences in pre-school chess introduction descriptors in the experimental groups as compared to the control groups, therefore the impact of the pedagogical strategy and the relevance of the experiential-modeling method were confirmed. in the initiation of Chess in the educational process of boys and girls from four to five years.  Conclusion: The achievements in the introduction of chess playing in preschool-age suggests the significance of chees initiation a ludic possibility in the educational process of preschool education.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación prescolar]]></kwd>
<kwd lng="es"><![CDATA[infancia preescolar]]></kwd>
<kwd lng="es"><![CDATA[juego]]></kwd>
<kwd lng="es"><![CDATA[desarrollo intelectual]]></kwd>
<kwd lng="en"><![CDATA[preschool education]]></kwd>
<kwd lng="en"><![CDATA[preschool childhood]]></kwd>
<kwd lng="en"><![CDATA[educational games]]></kwd>
<kwd lng="en"><![CDATA[mental development]]></kwd>
</kwd-group>
</article-meta>
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