---
title: 3 Oportunidades Pasadas por Alto Para la Facilitación del Aprendizaje y el Desarrollo
description: Exploremos algunos de los momentos pasados ​​por alto en el día que están maduros para las interacciones con los niños que promueven la exploración, el aprendizaje y el desarrollo.
image: https://info.teachstone.com/hubfs/Canva%20images/Canva%20Design%20DAEtL0utv2U.png
---

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# 3 Oportunidades Pasadas por Alto Para la Facilitación del Aprendizaje y el Desarrollo

 octubre 12 2022 by [Megin Ruston](https://info.teachstone.com/blog-en-esp/author/megin-ruston)

- [CLASS en la práctica](https://info.teachstone.com/blog-en-esp/topic/class-en-la-práctica)
- [Niño Pequeño](https://info.teachstone.com/blog-en-esp/topic/niño-pequeño)
- [Consejos Para Entrenadores](https://info.teachstone.com/blog-en-esp/topic/consejos-para-entrenadores)
- [Consejos Para Maestros](https://info.teachstone.com/blog-en-esp/topic/consejos-para-maestros)
- [Preguntas más frecuentes](https://info.teachstone.com/blog-en-esp/topic/preguntas-más-frecuentes)

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*Publicado Originalmente October 18, 2021 \**

Siempre hay una oportunidad para la interacción. Algunas oportunidades son fácilmente reconocibles: tiempos de juego, libre elección, centros, grupo reducido. A menudo vemos a maestros participando en actividades junto a los niños durante estos momentos o escuchamos preguntas. Otras oportunidades pueden ser un poco menos obvias. Estos son los momentos de su día que puede ver como momentos mundanos que simplemente requieren su supervisión o monitoreo. Los momentos en los que estás pasando por los movimientos. “Estoy haciendo esto para poder pasar a lo siguiente”.

En un blog anterior, la colega y extraordinaria especialista en entornos de la primera infancia, Heather Sason, discutió [cómo el entorno de su salón de clases puede ayudar a promover interacciones efectivas entre maestros y niños](https://info.teachstone.com/blog/4-ways-to-set-up-infant-toddler-classrooms-to-facilitate-exploration). En este blog, propongo que exploremos algunos de los momentos que a menudo se pasan por alto en su día que están maduros para las interacciones con los niños y que promueven la exploración, el aprendizaje y el desarrollo.

¿Qué distingue a una interacción como una interacción efectiva y de alta calidad que promueve el aprendizaje y el desarrollo? *Intencionalidad!* Cuando escucho "intención", pienso en "propósito". Enseñar con intención significa enseñar con propósito. Piense en el lenguaje utilizado en el manual de CLASS® para las dimensiones: Facilitación del aprendizaje y el desarrollo (FLD) y Exploración facilitada (FE). Expansión. Compromiso. Ánimo. ¡Estos términos brindan una imagen de una experiencia que es dinámica, enérgica, placentera y llena de crecimiento! Y, lleno de *propósito.*

“Eso es genial, Megin... pero ¿cómo se ve esto? ¿Qué debo hacer?" Ok, vayamos a lo bueno; tres oportunidades a menudo subestimadas para FLD y FE:

Cambios de pañales y descansos para ir al baño  
Muchos de los maestros en mis cursos CDA con CLASS a menudo describen actos "cotidianos" que en realidad son estrategias asombrosas para promover el aprendizaje y el desarrollo. Aquí están algunos ejemplos:

- - - **Involucrar al niño**  
            Puede permitir que un niño o un bebé sostenga sus calcetines y diga algo como: *“¿Te gustaría sostener estos calcetines mientras te cambio el pañal? Este calcetín tiene rayas como esta. ¡Son iguales! ¡Son un partido!”* Este no solo es un ejemplo de la participación activa de un niño durante una rutina, sino que también es un gran ejemplo de cómo expandir la cognición de un niño al describir el concepto de "emparejamiento".
          - **Imitando**  
            Muchos maestros describen cómo imitan las expresiones faciales que hace un bebé o un niño pequeño mientras está acostado en el cambiador. Un niño pequeño sonríe, tú sonríes. Cuando un bebé saca la lengua, usted también puede sacar la lengua un poco. Si no has probado esto, te recomiendo que lo hagas.
          - **Seguir la Iniciativa o el Interés de los Niños**  
            Usted podría estar pensando, "¿cómo puedo saber lo que le interesa a un niño durante un cambio de pañales o un descanso para ir al baño?" Una forma es la mirada fija. Durante un cambio de pañal, puede notar que un niño mira una imagen en la pared y dice: *“¡Veo que estás mirando la imagen de la mariposa! ¿Te gustaría leer un libro sobre mariposas cuando terminemos de cambiarte el pañal?*

¡Pueden pasar muchas cosas en un cambio de pañal de 5 minutos o en un descanso para ir al baño!

Transiciones

Las transiciones pueden sentirse tensas o caóticas a veces. O, debido a que intentamos que las transiciones sean breves, puede parecer que no hay suficiente tiempo para aprender. Use los tiempos de transición para su beneficio como oportunidades de aprendizaje divertidas y alegres:

- **Cantando**  
  Cantar durante la limpieza mantiene a los niños pequeños involucrados y participando activamente en su tarea. Cantar es también una poderosa herramienta para el desarrollo del lenguaje y el cerebro.
- **Haciendo Preguntas**  
  Hacer preguntas mantiene a los niños interesados ​​durante una transición y promueve las habilidades de pensamiento. Mientras los niños hacen fila para salir, podría preguntarles: *“¿Recuerdas cuando llovió esta mañana? Después de que llovió, tuvimos charcos por todo el carril bici. ¿Qué crees que podría pasar si cabalgas a través de los charcos?"* Cuando hace este tipo de preguntas, está apoyando intencionalmente las habilidades de pensamiento y predicción.

Lo hermoso de expandir la cognición de los niños es que el enfoque está en la expansión, no necesariamente en una actividad en sí misma.

![Screen Shot 2022-10-11 at 9.07.24 PM](https://info.teachstone.com/hs-fs/hubfs/Screen%20Shot%202022-10-11%20at%209.07.24%20PM.png?width=860&name=Screen%20Shot%202022-10-11%20at%209.07.24%20PM.png)

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## Horas de Comer y Alimentación

¿Cuántas veces has cortado la comida de un niño pequeño? ¿O vio a un niño de un año usar sus dedos para tratar de recoger la comida en su bandeja? Llenó un biberón para un bebé? Supongo que... ¡mucho! Durante estos tiempos, a menudo hay alguna conversación. Pero también existe la oportunidad de pasar de estar "involucrado" a ser "intencional". Aquí hay algunas de mis estrategias favoritas de maestros en [CDA con programa CLASS](https://teachstone.com/cda-programs/cda-with-class/):

- **Hablando de Colores, Sabores o Texturas**   
  Comparing and contrasting what children are eating encourages them to analyze similarities or differences: “*These apple slices we have for lunch are red, and they are crunchy. Was the applesauce we had at breakfast crunchy? Right, it was smooth and kind of squishy. But they are both made from apples! How do you think the applesauce got that way? Have you ever seen an apple that was a different color?*”
  
  There is quite a bit happening in this seemingly simple exchange. Not only is the teacher encouraging children’s thinking skills by asking questions and pointing out differences in the foods the children are eating, but also making connections to children’s real lives by asking about their similar experiences outside the classroom.
- **Hablando de Hacer Preguntas...**  
  By asking purposeful questions, not just rote, teachers can expand children’s cognition, extend their experience, and embed information about concepts. For example, with older toddlers, cutting food into halves or quarters provides an opportunity to talk about, or embed, information on measurement and numeracy: “*Evan, you cut your sandwich in half. How many pieces do you have now? That’s right, two pieces! You started with one big sandwich, but now you have two. What happens if you cut them again? How many will you have? Let’s find out!*”
- **Estímulo Verbal**  
  Encouraging a child trying to pick a small piece of their food, for example, “*those bananas are slippery, aren’t they? You almost got it, Michaela! Keep trying!*” Verbal encouragement motivates a child to expand or persist in their experience, and therefore your interaction with them!

Al interrumpir intencionalmente estos momentos del día de un bebé o niño pequeño, los maestros pueden facilitar la exploración, el aprendizaje y el desarrollo. A veces, estos momentos de aprendizaje pueden no parecer tan "académicos". Es posible que los bebés y los niños pequeños no puedan responder en oraciones completas, ¡pero está bien! Eso no significa que no haya cognición sucediendo. Recuerde, el lenguaje *receptivo* de los bebés y niños pequeños supera con creces su lenguaje *expresivo*.

Jugar = aprender. Cuanto más tiempo juega o se involucra un niño, más aprendizaje está teniendo lugar. Cuanto más tiempo interactúes con ellos, más tiempo permanecerán comprometidos.

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