Actividades para desarrollar la noción del tiempo con los niños del II ciclo del nivel de educación inicial
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Date
2019-02-14
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Universidad Nacional de Educación Enrique Guzmán y Valle
Abstract
El objetivo de este trabajo de investigación es el periodo es una de las definiciones básicas que nuestros hijos deben aprender. Sin
embargo, el concepto de tiempo se formó y desarrolló gradualmente en él, porque es una
categoría cognitiva muy compleja.
Entre las edades de tres y cuatro años, use significados vagos para indicar la
duración, como semanas y años completos. Usa los tiempos verbales pasado, presente y
futuro. Puede tocar un ritmo simple. Entre los cuatro y los cinco años, conocía su edad y
sabía si era por la mañana o por la tarde. Usa expresiones antes y después. Entre los cinco
y los seis años, los niños muestran interés por el tiempo. Sabes qué día es ahora. Sabía que
había un período de tiempo antes y después del nacimiento. Capaz de organizar los hechos
principales de historias sencillas.
Las actividades diarias y la experiencia del juego son el punto de partida de
contacto con el tiempo y sus cambios. Por tanto, el concepto de tiempo en los niños de
segundo ciclo de educación primaria está estrechamente relacionado con sus actividades y
experiencias de vida.
The objective of this research work is the period is one of the basic definitions that our children must learn. However, the concept of time was gradually formed and developed in him, because it is a very complex cognitive category. Between the ages of three and four, use vague meanings to indicate duration, such as whole weeks and years. Use the past, present and future verb tenses. You can play a simple rhythm. Between the ages of four and five, he knew his age and knew whether it was morning or afternoon. Use expressions before and after. Between the ages of five and six, children show an interest in time. You know what day it is now. He knew that there was a period of time before and after birth. Able to organize the main facts of simple stories. Daily activities and the game experience are the starting point of contact with time and its changes. Therefore, the concept of time in children in the second cycle of primary education is closely related to their activities and life experiences.
The objective of this research work is the period is one of the basic definitions that our children must learn. However, the concept of time was gradually formed and developed in him, because it is a very complex cognitive category. Between the ages of three and four, use vague meanings to indicate duration, such as whole weeks and years. Use the past, present and future verb tenses. You can play a simple rhythm. Between the ages of four and five, he knew his age and knew whether it was morning or afternoon. Use expressions before and after. Between the ages of five and six, children show an interest in time. You know what day it is now. He knew that there was a period of time before and after birth. Able to organize the main facts of simple stories. Daily activities and the game experience are the starting point of contact with time and its changes. Therefore, the concept of time in children in the second cycle of primary education is closely related to their activities and life experiences.
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Citation
Aylas Donayres, S. L. (2019). Actividades para desarrollar la noción del tiempo con los niños del II
ciclo del nivel de educación inicial (Monografía de pregrado). Universidad Nacional de Educación Enrique Guzmán y Valle, Lima, Perú.