Nivel cognitivo de las preguntas que formulan las educadoras de párvulos

Translated title of the contribution: The Cognitive Level of Questions Asked by Preschool Teachers

Bernardita Tornero*, Antonietta Ramaciotti*, Alicia Truffello*, Francisca Valenzuela*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review


The primary objective of this study was to identify and classify into categories and subcategories the cognitive level of the questions asked by preschool teachers during “story time”. A model based on Bloom’s taxonomy, as adapted by Anderson, was constructed for this purpose, and 63 preschool teachers (transition level two) from 37 subsidized private schools in seven communes in the metropolitan area of Santiago de Chile were observed. The results showed that teachers asked 33 questions, on average, during “story time”. Even though most are open questions, they demand low levels of cognitive behavior.
Translated title of the contributionThe Cognitive Level of Questions Asked by Preschool Teachers
Original languageSpanish
Pages (from-to)261-283
JournalEducación y Educadores
Issue number2
StatePublished - 3 Sep 2015


  • Early childhood education
  • cognitive development
  • pedagogical question
  • development of thinking,
  • antiago de Chile (Source: Unesco Thesaurus)


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