---
title: "Consejos para el maestro: Deje que los niños piensen"
description: Brindar información a los niños no está mal, pero a veces los disuade de aprender a pensar por sí mismos.
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# Consejos Para El Maestro: Deje Que Los Niños Piensen

 julio 8 2021 by [Kathryn Surchek](https://info.teachstone.com/blog-en-esp/author/kathryn-surchek)

- [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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En un entrenamiento de CLASS Group Coaching (MMCI) en Florida, una instructora contó una historia sobre cuando encontraron un coco en la playa con su nieta. Ella le preguntó: "¿Cómo crees que podemos abrirlo?" Antes de que su nieto pudiera responder, su esposo intervino con instrucciones exactas. Ella se rió porque, por supuesto, había estado tratando de que su nieta resolviera los problemas, ¡no su esposo! Es muy fácil y natural para nosotros dar una respuesta. Como maestros, tenemos que recordarnos a nosotros mismos por qué nos apartamos, para darles a los niños la oportunidad de desarrollar esas habilidades de pensamiento de orden superior que son tan importantes para el éxito escolar y en la vida.

Con demasiada frecuencia, confundimos el suministro de información con la promoción del pensamiento de orden superior. Proporcionar información le dice al niño hechos y conocimientos sobre un tema. No está mal, los niños necesitan conocer sus colores, formas y números, pero no desafía a un niño a hacer nada más que memorizar, especialmente cuando esos hechos están aislados de cualquier cosa que el niño esté haciendo. Para desarrollar habilidades de pensamiento, los niños necesitan usar esa información para entender el mundo que los rodea o, mejor aún, aprender esos hechos dentro del contexto de la exploración del mundo.

Las oportunidades apropiadas para promover el pensamiento de orden superior incluyen:

- **Preguntarles a los niños cómo o por qué funciona algo:** “¿Cómo hiciste tu torre tan fuerte y alta?". "¿Por qué este globo flota hacia el techo, pero este se queda en el suelo?"
- **Configurar experimentos para probar ideas** “¿Qué cubo de hielo se derretirá más rápido? ¿Uno en el aula o uno afuera? ¡Vamos a probarlo y averiguarlo!"
- **Comparar y clasificar artículos:** “Mira, tenemos toda esta comida mezclada en nuestra área de limpieza. Tenemos tres canastitas. ¿Cómo podemos ordenar toda la comida?".
- **Proporcionar oportunidades para ser creativo:**"¿Quieres construir una nueva pista de canicas? ¿Cómo será? ¿Qué más necesitas para construirla? ¡Ve a hacerla!".

Siempre me sorprende cómo responden los niños; me muestran mucho sobre cómo ven el mundo. Por ejemplo, podrían clasificar los alimentos en canastas “deliciosas”, “repugnantes” y “raras” o decir que su torre es fuerte porque usaron los bloques azules. Esto me brinda muchas oportunidades para responder de manera que los ayuden a comprender los conceptos un poco mejor ("¿Por qué los bloques azules son más fuertes? ¿Podrías hacer una torre fuerte con los bloques rojos también? ¿Cómo?"). Solo piense, si les hubiera dicho cómo clasificar la comida, lo habrían hecho y lo habrían hecho bien, pero ninguno de nosotros habría aprendido nada sobre cómo pensar. Ahora que sé que ven comida en esas categorías, podría pedirles que subdividan sus categorías o cuestionen sus elecciones ("Mmmm. Veo que pones tomates en tu canasta" repugnante ", pero sé que te gusta la pizza y los espaguetis. Esos son hecho con tomates. Me pregunto por qué te gustan esos tomates y no estos ”).

Para mí, es infinitamente fascinante ver cómo piensan los niños y ayudarlos a comprender cómo darle sentido al mundo. ¿Le involucra esto en su trabajo con los niños? ¡Me encantaría escuchar tus historias!

*Nota del editor: esta publicación se escribió originalmente en mayo de 2014, pero desde entonces se ha revisado para incluir información actual y mantener el contenido actualizado.*

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