Keywords
thinking skills
learning skills
preeschool education.
Abstract
This article describes a case study in
an educational institution in the city
of Barranquilla in order to establish
whether the views on promoting the
development of the thinking skills
“observe”, of their teachers on the
degree of transition from pre-school
level, are evident in their pedagogy.
The research was approached from
a qualitative perspective and from
theories of Villarini (1991), Amestoy
of Sanchez (1992), Raths (1997)
and Priestley (1996).
Results showed that the
conceptions of teachers
emphasizing the importance
of the development of thinking
skills as a basis for observing the
development of more complex
thinking skills and other learning
facilitators, but in practice is not
evident or clear the pedagogical
intention of methodological
foundations, and similarly, it was not
stimulated multisensoriality implicit
in this important skill. The first
steps being taken towards this task
are a product of institutionalized
conceptions, which in future
could lead to appropriate learning
spaces for the development of this
important skill.
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