Description

Given the difficulty of quantifying and comparing the cognitive performance of transitional infants, it was necessary to design assessment instruments, which could be validated statistically and could serve as an analysis tool to implement strategies and didactic focused on leveling the knowledge of children in early childhood. For this reason, and with a particular interest in measuring children’s performance in mathematical logical thinking skills, it was necessary to review and summarize national and international information related to international assessment systems, researches in child assessment, validation of tools for evaluation, and didactic and mathematics learning in preschool.This review of information indicated a generalized qualitative assessment of the performance of transitional children, and a null quantitative assessment, which would make it possible to measure and compare individually and in groups the results obtained over time. The review also explained pertinent elements and didactics in the construction of contexts, which serve as an input to write items that respond in a targeted manner to transitional children.