Habilidades del pensamiento científico a partir del primer año de vida: un estudio de caso

Abstract

This work is part of the Master's program in Childhood and Culture with an emphasis on Education and Child Development. It seeks to broaden the understanding of what scientific thought means, its existence, its roots and its development, through a case study: in which Liam –a 1-year-old boy– explored some paths of thought. The purpose of this research was to demonstrate and promote childhood as a builder of capacities, analysis, observation, curiosity, classification, formulation of hypotheses, languages, creativity, collective work and other scientific thinking skills through games and toys. On a journey towards human development, childhood and science, which constitute fields of research, essential for the construction and understanding of the world. This work was pieced together from Liam's own interactions, exploration of him through play and toys, and the skills that emerged from these. This qualitative study was carried out in the municipality of Villeta–Cundinamarca, Colombia, through participant observation, field diaries, photographic records, and videos (over 6 months) that led to major conclusions. Among the results, essential scientific thinking skills were found, for example, curiosity, observation, experimentation-participation, imitation, exploration, hypothesis development, construction of variables, association, classification, problem solving, order, language development, and dissemination. The proposal was elaborated from some theorists such as Salinas, Castiblanco (2019), Castiblanco & Nardi (2017), Salinas (2017), Viennot (2004), Segura, D. (2013), Winnicott (1979), Cogollo, E & Romaña, D. (2016), among others. Which made contributions in the field of childhood and thought. This is an exploratory-descriptive type of research, which seeks to objectively develop processes and theories according to Strauss, A. & Corbin, J. (2002), and Hernández, R. Fernández, C. & Baptista, P. (2006).