Estrategias innovadoras para fomentar el pensamiento crítico en niños de educación preescolar a través de la ciencia

The article addresses the need to implement innovative strategies that promote critical thinking in preschool children through science education. It is emphasized that traditional early childhood education has tended to be limited to repetitive methods that do not foster advanced cognitive skills, such as problem solving and scientific inquiry. The main objective of the study is to identify pedagogical approaches that, through the use of accessible materials and teacher training, enable children to develop these key competencies. The methodology used is qualitative, based on a literature review of recent research on the subject. The results highlight the effectiveness of symbolic play, scientific inquiry and the use of everyday materials as strategies that allow children to formulate hypotheses, make mistakes and learn from them. In the discussion, the authors highlight the importance of training teachers to adopt a facilitating role in the learning process and to adapt to the cognitive needs of children. The conclusion points out that these methodologies are not only viable and accessible, but are essential for the integral and autonomous development of students from their earliest years.