Analysing early reasoning: A pilot study with prospective early childhood teachers

International audienceThis paper presents the design and construction of a professional task aimed at analysing experiences that foster reasoning in children aged 0 to 3 years old. The process served to organise and validate a task that mobilises future teachers' knowledge of how to foster reasoning in early childhood education. The task allows the recognition of metacognitive actions that show how, in the cases studied, relationships of cause and effect are produced as a prelude to strengthening mathematical reasoning. This permits a reflection on the way in which children at this stage intuitively construct their knowledge