Resumo

SOBALVARRO CHAVARRIA, Laura Marcela  e  CAMACHO ALVAREZ, María Marta. The Learning of the Notion of Object According to The Form in Children of Early Childhood Education: Proposal Geometry in Motion. Educación [online]. 2018, vol.42, n.2, pp.556-572. ISSN 2215-2644.  http://dx.doi.org/10.15517/revedu.v42i2.28195.

This study analyzes the effect of targeted game workshops aimed at developing motor skills to help teach preschoolers about the notion of shapes. The subjects involved in the study were children currently enrolled in the Transition Cycle of the Costa Rican Preschool Education System (Sobalvarro 2015). Research conducted for this study was based on mixed methodologies with a predominantly quantitative focus and a quasi-experimental inverse design approach. The study structure consisted of seven phases and a series of activities with end-results or outputs. The children involved in the study were enrolled in the Preschool Transition Cycle at Colegio El Rosario (El Rosario School) located in San Jose, Costa Rica. The students were grouped together into two randomly assigned groups – an experimental group (30 students) and a control group (31 students). The students in the experimental group attended 10 workshops which involved playing a series of 8 to 10 games. Each of the games were designed to develop motor skills and help the students understand about the concept of shapes. The corresponding metric assessment was made and recorded at predetermined timeframes. The results showed that the participants in the experimental group obtained significantly higher results compared to the control group with regards to their understanding of shapes. Thus, it can be concluded that learning about shapes through Geometry in Movement was more effective than learning through a methodology that does not incorporate movement.

Palavras-chave : Preschool education; Physical education; Geometry.

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