Conceptual Analysis of Inferential Comprehension in Early Childhood from a Review of Theoretical Models
This theoretical article proposes a conceptualization of inferences applied to preschoolers in order to provide a clearer understanding of the dimensions that must be taken into account when proposing early childhood educational activities. Based upon a review of the literature of inference models, a conceptual analysis was performed. According to this analysis, educational activities should target the following dimensions of inferences : their source of information, their contribution to comprehension, and their directionality. Concrete examples of the implications of this analysis for educational activities are provided.