Objective:

To determine teaching methods and educational strategies that contribute to the development of critical thinking.

Methodology:

This research was carried out under a qualitative approach, the interpretive paradigm and an inductive method which provides the reader with an update on useful concepts in constantly evolving areas. Fourteen teachers of the Bachelor’s Degree Program in Early Childhood Education, who were individually interviewed in a semi-structured interview, participated in the program.

Results:

It was found that the development of critical thinking in the classroom through different methods and strategies used by the teacher, favor cognitive abilities and capacities that promote in the students the ability to organize, systematize ideas and synthesize elementary criteria in a reasonable, reflective and coherent manner.

Conclusion:

Promoting the development of critical thinking in higher education should be a cross-cutting objective of all training curricula.

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