What is Thinking Dispositions

This chapter presents research based on evidence, where the way of favoring the promotion of thought and the opportunities for play as a learning resource is investigated. Twenty-four three-year-old children and one teacher participated in the study. The research is based on psychology and pedagogy's empirical contributions about the game and its implication with cognitive processes and learning. The implemented method consisted of direct observation, supported by video recordings in the classrooms and during playtime. Results revealed that the promotion of thought was scarce, and there were also few opportunities for playful learning. Thus, the most frequently encouraged thinking types were connections, explanations, self-questioning and inquiring, and thinking dispositions observed during play – such as being open, adventurous, curious, and willing to be intellectually careful. In sum, a proposal based on playful learning is designed to respond to the needs found to achieve the research goals.