Influence of cognitive theory on the development of logical thinking in students of early childhood basic education

Abstract

This article analyzes the influence of cognitive theory on the development of logical thinking in students of Early Basic Education. The study is based on the understanding that logical thinking is not limited to mathematics, but includes cognitive processes such as classification, sequencing, inference, problem solving, anticipation of consequences, comparison, and organization of information. The objective was to interpret, through a documentary review, how cognitive approaches contribute to strengthening logical thinking in early childhood and first years of basic education. The methodology was based on a qualitative, bibliographic-documentary approach through the analysis of 25 scientific articles and academic works related to cognitive development, logical thinking, cognitive stimulation, play, pedagogical mediation, and children’s reasoning. The results show that cognitive theory promotes logical thinking when learning is organized through active experiences, cognitive games, concrete resources, problem-solving activities, observation tasks, and teacher mediation. Likewise, strategies based on play, cognitive stimulation, and intellectual enrichment programs were found to strengthen skills such as attention, working memory, causal reasoning, and reflective thinking. It is concluded that cognitive theory provides a relevant pedagogical foundation for promoting logical thinking in Early Basic Education, as long as it is linked to active, contextualized teaching practices that correspond to children’s developmental stages.