THE ASSOCIATION OF FIGURES AS AN OBSERVATION TECHNIQUE TO STIMULATE PERCEPTUAL DISCRIMINATION IN CHILDREN AGED 3 TO 4 YEARS

Abstract

DOI: https://doi.org/10.46296/yc.v10i18.0862

Abstract

Perceptual discrimination in children aged 3 to 4 years is a key component for the development of later cognitive skills, such as reading and writing; however, gaps in its stimulation are evident in early childhood education in Ecuador. Within this framework, the objective of this research was to determine the effect of figure association as an observational technique to stimulate perceptual discrimination in 3- to 4-year-old children in an educational unit. A mixed-methods, applied, field study with a longitudinal, descriptive design was conducted. The population consisted of 23 children and 2 teachers, who were interviewed using semi-structured questionnaires and completed checklists at two points in time: initial assessment and post-intervention evaluation. The intervention included the implementation of three sequential didactic activities over three weeks. The results showed significant improvements after the intervention: in figure association, performance increased from 39% to 78%, and in active participation, from 35% to 74%. Furthermore, an increase in sustained attention was observed, reaching an average of 18 minutes, along with the emergence of spontaneous verbalizations of perceptual criteria. These findings indicate that structured, multisensory play activities promote the development of perceptual associations and constitute an effective and scalable pedagogical intervention.

Keywords: association of figures, perceptual discrimination, teaching strategies.