Abstract:
It addresses the development of logical-mathematical reasoning in children aged four to five years old, and was the object of research in this article, whose objective was to analyze whether the work of teachers in early childhood education has enabled suchdevelopment in order to stimulate mental processes that lead the child to learn better and enable them to interact with diverse learnings. From this context, a study was carried out, involving the qualitative approach in a bibliographical perspective, based on the relation theory and practice, focusing on field research. The data resulted from interviews and the observation about the performance of three teachers in classes of three to five years, respectively, of a CMEI in the city of Vitória. Through the data analysis, evidence was obtained that the methodology of teaching practiced in schools has been based on varied conceptions, which do not always value logic-mathematical reasoning.
