Contributions of Historical-Cultural Theory to the formation of theoretical conceptual thinking in children aged 4 to 6 years: implications for pedagogical practices in early childhood education

Abstract

The article aims to systematize the essential theoretical-methodological foundations to explain the formation and development of theoretical concept thinking in children aged 4 to 6 years. To fulfill the objective, some fundamental concepts found in the works of Vygotsky and his close collaborators that support his research in the Historical-Cultural Theory were analyzed. The unit of analysis is the action of the intentional activity that is executed in the teaching process, this action being the driving force of the formation and development of conceptual thinking. The fundamental essence of teaching is to produce and create the act of thinking and not the act of memorizing words. The true teaching must work the Zone of Proximal Development to develop the Higher Psychic Functions, specifically the conceptual thinking of children from 4 to 6 years old.