---
title: Explorar el nivel de edad preescolar
description: La intersección entre las capacidades emergentes de los niños y nuestros objetivos y expectativas para ellos puede ser un lugar difícil de operar.
image: https://info.teachstone.com/hubfs/Untitled%20design%20(23).png
---

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# Explorar el nivel de edad preescolar

 septiembre 13 2019 by [Ginny Vitiello](https://info.teachstone.com/blog-en-esp/author/ginny-vitiello)

- [Implementación](https://info.teachstone.com/blog-en-esp/topic/implementación)
- [Preescolar](https://info.teachstone.com/blog-en-esp/topic/preescolar)

![](https://info.teachstone.com/hs-fs/hubfs/Untitled%20design%20(23).png?width=519&height=300&name=Untitled%20design%20(23).png)

Hace años visitaba a una maestra realmente maravillosa en un aula de preescolar de Head Start en Miami. Cuando me iba, ella me dijo: "¡Estoy preparando a estos niños para el FCAT!" (El FCAT, la prueba de evaluación integral de la Florida, es una prueba de gran importancia que se realiza a partir del tercer grado). Me sorprendió tanto ese comentario y lo que decía sobre cómo veía su trabajo, que me ha acompañado todos estos años.

¿Cómo los maestros eficaces equilibran las necesidades de desarrollo de los niños de preescolar con la presión de preparar a esos niños para la escuela? La intersección entre las capacidades emergentes de los niños y nuestras metas y expectativas para ellos puede ser un lugar difícil para trabajar. Esta es una de las razones por las que hacemos capacitación de observación y desarrollo profesional orientado a niveles de edad específicos: las necesidades de los niños y los maestros en cada nivel son realmente únicas.

Los niños de tres a cinco años se están desarrollando rápidamente:

- Se están volviendo más independientes.
- Están empezando a comprender los pensamientos y las intenciones de los demás y utilizan esa comprensión para participar en juegos más complejos y creativos con sus compañeros.
- Pueden describir el mundo que los rodea, comparar y contrastar, hacer predicciones.
- Están empezando a etiquetar sus emociones, controlar su comportamiento y persistir en tareas desafiantes.
- Están empezando a asignar significado a los símbolos, lo que allana el camino para la alfabetización temprana y las habilidades matemáticas.

También pueden ser impulsivos, testarudos, distraídos, inatentos y tontos, ¡todas estas características son apropiadas para su desarrollo! Pero a los maestros les corresponde decidir, por ejemplo, qué es lo que está bien para un niño y qué es una desviación.

Tenemos expectativas de lo que es la preparación para la escuela; por ejemplo, que un niño pueda seguir instrucciones simples, prestar atención el tiempo suficiente para aprender, llevarse bien con otros niños, reconocer las letras del alfabeto y contar hasta diez. Pero la enseñanza eficaz en preescolar tiene más que ver con el "cómo" que con el "qué".

- ¿Cómo consigues que los niños presten atención? Al elegir actividades apropiadas para el desarrollo y utilizar la facilitación activa.
- ¿Cómo promueves las habilidades sociales? Proporcionando un entorno bien ordenado y con poco caos con andamiajes y modelos de adultos positivos cuando sea necesario.
- ¿Cómo se enseña alfabetización temprana? Al proporcionar un ambiente rico en lenguaje, lograr que los niños se involucren profundamente con los libros, jueguen con nuevas palabras y tengan muchas conversaciones.
- ¿Cómo manejas un brote de tonterías? A veces solo tienes que seguir el flujo y cambiar, por ejemplo, una actividad de lectura de un libro por una actividad de música y movimiento.

Prestar atención a los "cómo" en lugar de los "qué" puede ser la diferencia entre hacer un juego de rimas en vez de usar fichas de conciencia fonológica. Son esos "cómo" los que captamos cuando observamos mediante la herramienta CLASS para preescolar, y en lo que nos enfocamos cuando trabajamos con maestros de preescolar.

---

Originalmente en ingles: [https://info.teachstone.com/blog/exploring-pre-k-age-level](https://info.teachstone.com/blog/exploring-pre-k-age-level)

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