The models of analytic perception for the intellectual development of children of the early childhood

Abstract

Preschool Education considers “sensorial education” as a systematic and organized process to develop feelings and perceptions. From these, children acquire knowledge from the surrounding reality being developed more complex processes like memory, imagination and thought. This requires the development of analytical perception along with the use of different sensorial patterns of form, color, size and its variations, by reproducing models from the environment where they are developed. Researches on this issue, showed the lack of preparation of the teaching staff when elaborating such models according to the levels of assimilation achieved by children. The aim of this article consisted on proposing indicators for the elaboration of analytical perception models with different complexity levels for preschool children. Different theoretical and empirical methods were used: analysis – synthesis, induction – deduction, documentary analysis, problem solving with field experimentation, the interview and the observation; likewise, the percentage calculation was used to quantify the main results.