This article focuses on the challenge of teaching historical concepts in Chilean Early Childhood Education, considering the thinking of children under six years of age. In order to address this complex issue, the approach of historical narratives adapted to their development level was implemented, aiming to analyze how these narratives influence children’s thinking at Transition Levels. Based on a qualitative approach, the research involved 90 children from schools in the Metropolitan Region of Chile. The methodological design was exploratory-descriptive, using reflective logs as data collection instruments. The analysis was carried out through coding and categorization using Atlas.ti software. The research results highlight the importance of historical narratives in connecting past, present and future, enriching children’s understanding of their history and culture. Finally, the present study contributes in two ways: first, to reflect on how the use of historical narratives through directed intentionality allows pedagogical practices to enrich thinking and cultural identity formation in early education. Secondly, it provides a deeper understanding of how reality cuttings and historical narratives become valuable resources for building knowledge in children from a temporal and spatial dimension.