Rhythmic activities in the development of temporal-spatial notions in children from 4 to 5 years old.

Abstract

The research study deals with the research categories of rhythmic activities and development of temporal-spatial notions; as part of the learning process, from the daily experiences of children to become aware of time, their position in space, direction, location and orientation with the elements that surround them towards the construction of knowledge; The purpose of which was to determine the contribution of rhythmic activities in the development of temporal-spatial notions in children from 4 to 5 years old. The methodological process was developed through a qualitative approach, interpretative paradigm, descriptive scope; the phenomenological method was considered; Techniques and instruments were implemented for the collection of information such as the directed semi-structured interview, an observation sheet applied to students, the population was made up of 32 students including 1 teacher from the area. For data collection, we worked with the Atlas.Ti 25 program, facilitating the analysis of each instrument used. It is concluded that rhythmic activities contribute favorably to the development of temporal-spatial notions in children, by integrating rhythm and relating it to the temporal organization of sequences and duration, in addition to including alternatives from the theoretical basis of Dalcroze and the BAPNE method.