El uso de fichas didácticas en el desarrollo de la atención sostenida en niños de 4 a 5 años.

Abstract

This research aims to determine the use of educational worksheets in the development of sustained attention in children aged 4 to 5 years. The research approach is quantitative, with an exploratory-correlational scope, to address information related to the study variables and data collection based on the particularities, behaviors, and characteristics of the population. The techniques used included a standardized test with proven validity and reliability through Cronbach’s Alpha coefficient, which yielded a value of 0.81, and a survey validated by experts with their respective instruments to assess the level of sustained attention in children aged 4 to 5 years. The "Trail Making Test" adaptation was applied, and a questionnaire was administered to Early Childhood Education teachers to identify the frequency of use of didactic worksheets in teaching practice. After statistical analysis, it was found that the use of didactic worksheets does not contribute to the development of sustained attention. However, the presence of didactic resources in teaching practice helps minimize the level of distraction caused by external stimuli. That said, didactic worksheets designed to develop cognitive skills are resources that deviate from traditional approaches, avoiding repetitive and uninspired tasks. These worksheets contribute to the construction of learning and the development of sustained attention.