Is it Possible to Teach Stochastics to Children in Childhood Education? An Analysis Based on Bruner's Theory

Abstract Stochastic concepts are a complex issue to be taught to children, however it is an important subject in everyday practice and requires a continual development through time. In this sense, this paper aims to analyze the contributions of a pedagogical practice developed on Stochastic education in early childhood education using Bruner's theory of education. This pedagogical practice was used in two classes in the age group of 3-5 years. Several data were collected through textual, photographs, and video recordings. The textual data were retrieved from teachers’ narrative inquiry. The analysis was performed through the Discursive Textual Analysis methodology. The results suggest that the pedagogical practice lead to an advance in the children's intellectual development, enabling their learning through discovery, reaching all children, and promoting their development of stochastic concepts.