El razonamiento abstracto un proceso cognitivo clave en la formación docente de educación inicial

Resumen

The general objective is: to determine the management carried out by teachers in the development of abstract reasoning as a cognitive process in the preparation of the Initial Education teacher. The focus of the research is mixed, a non-experimental design, descriptive, bibliographic and field research. A survey based on a questionnaire was applied to the entire population of seventh and eighth semester students of the Faculty of Social Sciences of the UTMch of the city of Machala. The most relevant data collected show that the teachers of the career in question almost entirely do not develop abstract reasoning in the corresponding students with the dimensions and indicators, which are detailed below: in the dimension of mental ability (confidence in itself, capacity for analysis and capacity for reasoning) 82.27% of the students confirm that teachers almost do not develop them. In the dimension of graphic imaginations (spatial ability, working with imagination and creativity) 92.20% of students confirm that educators do not promote it. In the dimension of interaction with games (social, communicative and cognitive skills), 78.72% argue that teachers do not strengthen them.