Geometría en Inicial y Preparatoria: Análisis del currículo ecuatoriano

The aim of the present study was to analyze the Ecuadorian curriculum documents for Preschool and Kindergarten with a focus on geometry. The methodology used was a documentary analysis of these curricula, focusing on the components of what to teach and how to teach. The findings of the study indicate that, although the curriculum includes some basic skills related to spatial thinking and two-dimensional geometric figures, it reveals significant gaps by omitting fundamental skills such as symmetry, rotation, handling of simple maps, and the composition and decomposition of shapes. It was also found that, while the use of concrete materials and playful activities is encouraged, there is a lack of clear methodological guidelines, structured didactic sequences, and specific strategies for the comprehensive development of geometric thinking. The findings highlight the need to review and update the curricular documents, incorporate the omitted components, and, most importantly, strengthen methodological guidance for teachers to ensure the effective implementation of the guidelines and thus promote the development of geometric competencies from the early years of schooling.