La discriminación visual en la identificación de figuras geométricas básicas círculo cuadrado y triángulo en los niños de 4 a 5 años

Abstract

Visual discrimination is an essential cognitive skill in the preschool stage, since it allows children to identify, differentiate and compare visual stimuli such as shapes, colors and sizes. For its part, the identification of basic geometric figures (circle, square and triangle) contributes to the development of logical-mathematical thought, spatial orientation and the understanding of abstract concepts from an early age. This research aimed to determine if there is a relationship between both skills in children aged 4 to 5 years of sublevel 2 of initial education. A quantitative methodology was applied, with non-experimental, transversal design, using an observation sheet to evaluate visual discrimination and a comparison list to measure the identification of figures. The results showed that 50% of children had a medium level of visual discrimination, 35% a high level and 15% a low level. As for the identification of figures, 60% was in process, 25% in acquired level and 15% in initial level. The statistical test of Chi squared yielded a p-value of 0.1998, indicating that there is no significant relationship between both variables. It is concluded that it is necessary to continue strengthening these skills through innovative didactic strategies, use of technological resources and collaborative work between teachers and families, in order to favor integral cognitive development in childhood.