Habilidades de orden superior en la educación infantil: evidencias diagnósticas en niños de cuatro años

Higher order thinking skills in early childhood education: diagnostic evidence in four year old children

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Introducción: El desarrollo de habilidades cognitivas complejas constituye una prioridad educativa para fortalecer el desempeño competente desde la primera infancia, favoreciendo procesos de pensamiento crítico, análisis y creatividad. Objetivo: Determinar el nivel de desarrollo de las habilidades cognitivas de orden superior en niños de cuatro años de una institución educativa del nivel inicial. Metodología: Se aplicó un enfoque cuantitativo con alcance descriptivo. La muestra estuvo conformada por 32 estudiantes mediante muestreo censal. Se utilizó un test validado por juicio de expertos, con una confiabilidad de α = 0,952, para evaluar las dimensiones de análisis, evaluación y creación. Resultados: Los resultados evidenciaron que el 62,5 % de los niños se ubicó en un nivel bajo de desarrollo de habilidades cognitivas superiores, el 31,3 % en nivel regular y el 6,3 % en nivel bueno. En las dimensiones evaluadas, análisis presentó 75,0 % de nivel bajo, evaluación 78,1 % y creación 46,9 %, mostrando limitaciones en los procesos cognitivos complejos. Conclusiones: Predominan dificultades en el desarrollo de habilidades de análisis, evaluación y creación en niños de educación inicial. Se requiere implementar estrategias pedagógicas innovadoras, actividades lúdicas y metodologías activas que estimulen progresivamente el pensamiento complejo desde las primeras etapas educativas.
Introduction: The development of higher-order cognitive skills represents an educational priority for fostering proficient performance from early childhood, promoting processes of critical thinking, analysis, and creativity. Objective: To determine the level of development of Higher-Order Thinking Skills (HOTS) in four-year-old children within an early childhood education institution. Methodology: A quantitative approach with a descriptive scope was employed. The sample consisted of 32 students selected through census sampling. A test validated through expert judgment, with a Cronbach’s alpha reliability of α = 0.952, was used to assess the dimensions of analysis, evaluation, and creation. Results: The findings revealed that 62.5% of the children performed at a low level of higher-order cognitive skill development, while 31.3% were at an intermediate level, and only 6.3% reached a high level. Regarding the specific dimensions, analysis showed a 75.0% low-level rate, evaluation 78.1%, and creation 46.9%, indicating significant limitations in complex cognitive processes. Conclusions: Difficulties in the development of analysis, evaluation, and creation skills predominate among preschoolers. These results underscore the need to implement innovative pedagogical strategies, play-based activities, and active learning methodologies that progressively stimulate complex thinking from the earliest stages of education.

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Argomedo Gonzales, E. R. (2026). Habilidades de orden superior en la educación infantil: evidencias diagnósticas en niños de cuatro años. Revista Tribunal, 6(16), 1-15. https://doi.org/10.59659/revistatribunal.v6i16.502
Número
Vol. 6 Núm. 16 (2026): Tribunal. Revista en Ciencias de la Educación y Ciencias Jurídicas. Julio – Septiembre 2026
Sección
Artículos de Investigación
Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.

Cómo citar

Argomedo Gonzales, E. R. (2026). Habilidades de orden superior en la educación infantil: evidencias diagnósticas en niños de cuatro años. Revista Tribunal, 6(16), 1-15. https://doi.org/10.59659/revistatribunal.v6i16.502

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