Abstract

Introduction: The teaching of geometry in early childhood education is a fundamental process in the development of mathematical and cognitive skills. Methodology: The objective is to know the methodological strategies to start the teaching and learning of geometry in early childhood education. The research was carried out under the qualitative approach of descriptive-interpretative type and used the non-experimental interpretive design.Results: Various strategies and play activities used to teach geometry are highlighted, as well as a variety of materials. Discussions: It can be identified how educators present geometry in the context of the initial level, considering the teaching objectives, the geometric content to be addressed and the pedagogical strategies used to introduce geometric concepts to girls and boys. Conclusions: Conclusions: Early childhood educators design learning experiences based on their decision, taking into account the little participation of girls and boys in decision making. Likewise, they use various manufactured materials, however, there are spaces such as nature that are not considered for the teaching of geometry. © 2025, HISIN (History of Information Systems). All rights reserved.