This work of investigation is part of the program of Magister in education- line natural science- of Education Faculty at the University of Antioquia. This study had as goal to analyze the scientific thought that a group of preschool level children were developing at the Educational Institution School Normal Superior of Uraba of Turbo- Antioquia, Colombia. To develop this study was necessary a theoretical analysis about: scientic thought, the characteristics of children’thought and in special the characteristics of scientific thought of girls and boys in preschool age. Similarly, it was aborded some epistemological obstacles which limit the adquisition of this form of thinking, and the foundation of Soussan´s cicle like didactic strategy to develop learning situations from early ages. The objectives in this study were focused on: a) to identify the characteristics of scientific children’s thought, b) to describe the characteristics of science thought, c) to recognize the epistemological obstacles which limit the development of scientific thought in boys and girls, and d) to establish some contributions of Soussan’s cicle like didactic strategy for the development of science thought. The methodological desing, was framed in the qualitative approach, based on the method intrinsic case study. This case was formed by a group of 35 students, which was extracted a sample of 5 children (3 girls and 2 boys) of preschool level with ages between 5 and 6 years. During the development of study, was implemented a didactic unit based on the Soussan’ cicle about the value and protection of blue crab, at the same time they were applied as techniques and instruments: semi-strutured interviews, participant observations and field notes; so it let the extraction, treatment and analysis of the information in light of the objectives of investigation and theoretical constructs. Within results of investigation, it was stablished that the scientific children’s thought is a way to give explanations of facts surged in the daily life, which must overcome the intuition and the common sense; the development of this thinking occur as children do ‘’an adequated adaptation from ideas to acts- objetivity, which imply a coherent organization of it –systematization’’- Bunge (1958), besides, manifesting aspects like: curiosity, wonder, hability to make questions, surprised and hypothesize. Refering to the use of Soussan’s cycle, it is highlighted the high didactic and pedagogic potential to address the teaching of the sciences, facilitating with it the access to the science knowledge and the development of science thought from preschool level.