---
title: ¿Deberían los maestros de preescolar ser facilitadores del juego o observadores del juego?
description: ¿Deberían los maestros de preescolar tener un rol secundario durante el tiempo de centro, permitiendo a los niños total independencia? ¿O deberían ser facilitadores de juego más activos?
image: https://info.teachstone.com/hubfs/DSC_9330.jpg
---

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# ¿Deberían los maestros de preescolar ser facilitadores del juego o observadores del juego?

 junio 12 2025 by [Anne Tapaszi](https://info.teachstone.com/blog-en-esp/author/anne-tapaszi)

- [Preescolar](https://info.teachstone.com/blog-en-esp/topic/preescolar)
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![](https://info.teachstone.com/hs-fs/hubfs/DSC_9330.jpg?width=519&height=300&name=DSC_9330.jpg)

Podría sentarme durante horas a observar a un grupo de niños pequeños jugar. Y tengo la suerte de tener la oportunidad de hacerlo como observador en aulas de niños pequeños y preescolares en todo el país. La libertad con la que los niños exploran y usan materiales, prueban y experimentan y practican nuevas estrategias es fascinante y educativa de observar.  

Muchos maestros de preescolar se adhieren a la teoría de que el tiempo de libre elección o el tiempo central deberían ser un momento para que los niños tengan el control. Ven el tiempo central como un momento para que los estudiantes elijan con qué jugar, cómo manipular los materiales y cuándo parar. Estos educadores creen que las decisiones y la independencia de los niños deben ser respetadas, por lo que es su trabajo estar presentes solo como apoyo cuando sea necesario.

Pero existe otra teoría común. Otros docentes creen que deben estar presentes para facilitar, apoyar y enseñar mientras los niños juegan. Estos dos puntos de vista diferentes plantean una gran pregunta::

### **¿Deben los maestros ser “observadores de juegos” o “facilitadores de juegos”?**

Tras casi 30 años trabajando con niños pequeños, me pregunto por qué es necesario un "o". Creo que deberíamos sustituirlo por un "y". Al fin y al cabo, tanto la función de observador como la de facilitador cumplen funciones importantes.

Imaginemos a un niño que trabaja con plastilina en el aula. Observando, se pueden obtener muchas notas de evaluación informales. Al fin y al cabo, el cerebro de ese niño desarrolla muchas funciones internas mientras presiona, extiende, forma y corta la masa. Puede que lo esté comparando con la manipulación de la masa por parte de su madre al hacer pupas, o puede que esté procesando la textura del material.

Mientras la ves jugar, es posible que uses [lenguaje paralelo](https://info.teachstone.com/blog/using-self-and-parallel-talk-to-enhance-communication-skills), “Veo que estás usando un rodillo para aplanar la masa”. O podrías comentar: “Se parecen a las donas que desayunamos ayer”. Quizás te preguntes en voz alta: “Me pregunto si así es como tu tía hace las tortillas”.

**Cualquiera sea la estrategia que elija, sus observaciones audibles pueden mejorar lo que el niño está aprendiendo mientras trabaja de forma independiente.**   

### **“Cuéntame qué estás haciendo.”**

Esta simple frase es una estrategia de facilitación del lenguaje muy antigua. Puede abrir muchas puertas para el niño que trabaja con Play-Doh.

Puedes complementar esa afirmación fomentando las comparaciones: "¿Se parece en algo a la crema de afeitar con la que trabajamos la semana pasada?” O bien puedes pedirle que haga conexiones con el mundo real,, “Is that how you saw a pizza maker make crust?” “¿Así es como viste a un pizzero hacer la masa?” Tal vez lo integres con una actividad reciente, “¿En qué se parece Play-Doh a la masa para galletas que horneamos la semana pasada?” Puedes usar eso como un estimulador de vocabulario, “Se puede aplanar como un panqueque o manipular para hacer una bola.” 

También puedes usarlo al inicio de una conversación: "¿Qué intentas hacer con eso? ¿Cómo planeas hacerlo? ¿Qué más podrías usar para asegurarte de que se vea como \_\_\_\_\_\_\_\_\_?".

Estas son solo algunas de las maneras en que los maestros desarrollan nuevas oportunidades de aprendizaje para niños pequeños durante su juego independiente.

Sí, podemos aprender mucho viéndolos jugar, pero ellos también pueden aprender mucho cuando participamos.

No nos quedemos en la cuestión del huevo o la gallina. Hagamos ambas cosas.

 

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