<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2215-3535</journal-id>
<journal-title><![CDATA[Actualidades en Psicología]]></journal-title>
<abbrev-journal-title><![CDATA[Act.Psi]]></abbrev-journal-title>
<issn>2215-3535</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Investigaciones Psicológicas, Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-35352018000200113</article-id>
<article-id pub-id-type="doi">10.15517/ap.v32i125.31976</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estrategias argumentativas en situaciones naturales de interacción en el aula de nivel preescolar]]></article-title>
<article-title xml:lang="en"><![CDATA[Argumentative strategies during interaction in natural settings in preschool classrooms]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jiménez Ramírez]]></surname>
<given-names><![CDATA[Genis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vega Pérez]]></surname>
<given-names><![CDATA[Lizbeth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Autónoma de México,  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Autónoma de México  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<volume>32</volume>
<numero>125</numero>
<fpage>113</fpage>
<lpage>131</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-35352018000200113&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-35352018000200113&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-35352018000200113&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen. El objetivo de este estudio fue analizar las estrategias argumentativas empleadas por niños preescolares en situaciones naturales de interacción en el aula. Participaron 60 niños entre los 3 y 5 años de una Estancia Infantil de la Ciudad de México. La investigación fue cualitativa y se realizó un proceso de observación sistemática no participante en tres momentos del día: asamblea, actividad pedagógica y juego libre con juguetes. Los resultados mostraron que en las conversaciones que tenían con sus maestras y entre pares, los niños generaron 10 estrategias argumentativas: referente de autoridad, descripción, comparación, analogía, generalización, narración, anticipación, causalidad, oposición y propuesta alternativa. Estos resultados aportan evidencia empírica en torno a la argumentación en la primera infancia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract. The goal of this study was to analyze the argumentative strategies used by preschool children in natural situations of interaction in the classroom. Participants 60 children between 3 and 5 years old from a Day Care Center in Mexico City. The research was qualitative and a non-participant systematic observation process was conducted at three moments of the day: the assembly, the pedagogical activity and the free play with toys. The results showed that during conversation with their teachers and among peers, children generated 10 argumentative strategies: reference of authority, description, comparison, analogy, generalization, narration, anticipation, causality, opposition and alternative proposal. These results provide empirical evidence about argumentation in early childhood.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Estrategias argumentativas,]]></kwd>
<kwd lng="es"><![CDATA[argumentación]]></kwd>
<kwd lng="es"><![CDATA[situaciones naturales]]></kwd>
<kwd lng="es"><![CDATA[interacción social]]></kwd>
<kwd lng="es"><![CDATA[niños preescolares.]]></kwd>
<kwd lng="en"><![CDATA[Argumentative strategies]]></kwd>
<kwd lng="en"><![CDATA[argumentation]]></kwd>
<kwd lng="en"><![CDATA[natural settings]]></kwd>
<kwd lng="en"><![CDATA[social interaction]]></kwd>
<kwd lng="en"><![CDATA[preschool children.]]></kwd>
</kwd-group>
</article-meta>
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