Publicación:

Desarrollo del pensamiento crítico en el grado transición

Resumen

This qualitative approach study is intended to provide a manual for teachers with activities that stimulate skills and sub-skills for the development of critical thinking in the transition grade. From the observation of the context, the lack of autonomous thinking is perceived, both in the population in which the educational institution is located and in the behavior of Colombians in the face of the pandemic generated by Covid-19. The low results obtained in the Knowledge test in relation to language in the third grade are also evidenced. The manual for teachers includes 24 activities that were validated with a group of 12 students synchronously due to the social confinement generated by the health emergency. For the collection of the information, it was considered necessary to carry out structured observation of the characteristics of the Research Community and checklists to assess the performance of the students in the critical thinking skills and sub-skills. To establish the results, a conversational analysis guided by ethnomethodology was carried out by contrasting the theoretical foundations of this research with the advances of the children. The conclusions show that it is possible to stimulate skills and sub-skills that promote the development of critical thinking in early childhood. Children possess these skills from an early age, and it is the responsibility of the school to strengthen them, cultivate the curiosity, the capacity for wonder and the investigative spirit that is innate in children. Teaching to think for oneself and developing competent citizens to face the challenges of the constantly changing world is urgent for the societies of the 21st century.