---
title: "Desarrollo de conceptos: Foco en el análisis y el razonamiento"
description: Los niños pequeños tienen un talento innato para analizar y razonar. ¡Y nosotros podemos ayudarlos! Podemos fomentar el pensamiento de orden superior mediante el análisis y el razonamiento en las tareas cotidianas. A continuación, veamos cómo hacerlo mediante algunas preguntas disparadoras.
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---

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# Desarrollo de conceptos: Foco en el análisis y el razonamiento

 febrero 3 2020 by [Liz Savage](https://info.teachstone.com/blog-en-esp/author/liz-savage)

- [Niño Pequeño](https://info.teachstone.com/blog-en-esp/topic/niño-pequeño)

![](https://info.teachstone.com/hs-fs/hubfs/Stock%20images/Two%20cute%20school%20boys%20working%20on%20their%20homework%20together.jpeg?width=519&height=300&name=Two%20cute%20school%20boys%20working%20on%20their%20homework%20together.jpeg)

Los niños pequeños tienen un talento innato para analizar y razonar. Quieren entender. Quieren resolver problemas, experimentar y comparar. ¡Y nosotros podemos ayudarlos!

Primero veamos qué significa analizar y razonar. *Analizar* es estudiar en detalle o examinar, mientras que *razonar* es sacar conclusiones o hacer deducciones a partir de lo que sabemos o experimentamos. Cada vez que un niño de edad preescolar pregunta, predice, clasifica, compara o evalúa, está ejercitando su capacidad de análisis y razonamiento.

Los niños necesitan a los adultos para hacer muchos de estos ejercicios intelectuales con mayor profundidad. No alcanza con hacer una pregunta para que hagan una predicción. Lo más importante son los intercambios posteriores a la actividad: el modo en que el maestro desafía y apoya a los niños.

Podemos fomentar el pensamiento de orden superior mediante el análisis y el razonamiento en las tareas cotidianas, no solo en experimentos científicos. A continuación, vemos algunas preguntas disparadoras. Luego deberá hallar inspiración en otras dimensiones de CLASS para ver cómo responder a los niños y hacer que continúen pensando.

**Al jugar con bloques:**

- Resolución de problemas: ¿Se puede armar la rampa con estos bloques? ¿Qué otros materiales se necesitarían? ¿Cómo puedo construir un puente?
- Predicción/Experimentación: ¡Se me cae la torre todo el tiempo! ¿Cuántos bloques se pueden agregar sin que se caiga? ¿Qué sucede si retiro este bloque?
- Clasificación/Comparación: ¿Hay más bloques en tu torre o en la mía? ¿Cómo sabes?
- Evaluación: ¿Pudiste armar la rampa? ¿Cómo supiste lo que tenías que hacer?

**En paseos por lugares silvestres:**

- Preguntas de por qué/cómo: ¡Esta flor me pinchó! ¿Por qué tiene espinas? ¿Las espinas son como los dientes de los animales?
- Resolución de problemas: Quieres llevar todas esas rocas, pero se te caen todo el tiempo. Parece que no te caben en las manos. ¿Cómo puedes solucionar esto? ¿Qué otra opción podría funcionar?
- Predicción/Experimentación: Me gustaría saber cuántas rocas caben en este vaso. ¿Qué opinas? ¿Por qué opinas eso?
- Clasificación/Comparación: ¿Qué diferencias tienen estas dos hojas? ¿Hay alguna otra hoja con un tallo similar?

**Al preparar algo de comer:** 

- Preguntas de por qué/cómo: ¿Por qué las fresas tienen tallo?
- Resolución de problemas: El tallo no lo comemos. ¿Qué podemos hacer con el tallo? ¿Qué otra cosa podemos intentar?
- Clasificación/Comparación: Me gustan las frambuesas. ¿En qué se parecen las fresas y las frambuesas? ¿Qué diferencias tienen? Busquemos la frambuesa más grande.

**Al leer un libro:**

- Preguntas de por qué/cómo: ¿Cómo crees que será el final?  ¿Por qué crees que el personaje está triste?
- Resolución de problemas: Los animales se están peleando. ¿Cómo podrían resolver el problema? ¿Por qué funcionaría eso?
- Predicción/Experimentación: ¿Qué piensas que hará ella ahora? Escribamos nuestras predicciones para recordarlas al final del libro.
- Evaluación: ¿Qué te pareció el libro? ¿Cuál fue tu parte preferida?

El pensamiento crítico es lo que nos permite entender con más profundidad los conceptos. ¿De qué otra manera fomenta usted el análisis y el razonamiento en su aula?

 

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