Relevant bibliographies by topics / Young children's critical thinking

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Young children's critical thinking'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Young children's critical thinking"

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Pantaleo, Sylvia. "Critical thinking and young children's exploration of picturebook artwork." Language and Education 31, no. 2 (October 17, 2016): 152–68. http://dx.doi.org/10.1080/09500782.2016.1242599.

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Daiute, Colette. "Play as Thought: Thinking Strategies of Young Writers." Harvard Educational Review 59, no. 1 (April 1, 1989): 1–24. http://dx.doi.org/10.17763/haer.59.1.t232r3845h4505q5.

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In this article, the author raises both provocative and necessary questions about the nature of children's play in relation to their classroom learning and writing. Colette Daiute draws from children's transcribed dialogues and written texts to argue that play is critical to a more complex and representative understanding of how children can and do learn. Further, she believes that children's learning ought to be evaluated on its own terms, and not in comparison to adult models of writing proficiency. Her argument is based upon a fundamental belief that children approach learning with a variety of strategies and skills, and this article offers convincing evidence to support a view of children — and of learning — that is respectful and inclusive. Daiute concludes by presenting suggestions for ways to consider child-generated and playful strategies in learning environments.
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Blanton, Maria, Bárbara M. Brizuela, Angela Murphy Gardiner, Katie Sawrey, and Ashley Newman-Owens. "A Learning Trajectory in 6-Year-Olds' Thinking About Generalizing Functional Relationships." Journal for Research in Mathematics Education 46, no. 5 (November 2015): 511–58. http://dx.doi.org/10.5951/jresematheduc.46.5.0511.

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The study of functions is a critical route into teaching and learning algebra in the elementary grades, yet important questions remain regarding the nature of young children's understanding of functions. This article reports an empirically developed learning trajectory in first-grade children's (6-year-olds') thinking about generalizing functional relationships. We employed design research and analyzed data qualitatively to characterize the levels of sophistication in children's thinking about functional relationships. Findings suggest that children can learn to think in quite sophisticated and generalized ways about relationships in function data, thus challenging the typical curricular approach in the lower elementary grades in which children consider only variation in a single sequence of values.
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Rodd, Julian. "Encouraging Young Children's Critical and Creative Thinking Skills: An Approach in One English Elementary School." Childhood Education 75, no. 6 (September 1999): 350–54. http://dx.doi.org/10.1080/00094056.1999.10522056.

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Hine, Alison, and Linda Newman. "Empowering Young Children's Thinking: The Role of the Early Childhood Educator." Australasian Journal of Early Childhood 21, no. 4 (December 1996): 39–45. http://dx.doi.org/10.1177/183693919602100408.

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The purpose of this preliminary investigative paper is to describe how the implications of recent research into young children's thinking has influenced teacher educators at the University of Western Sydney, Nepean (UWS, Nepean) to provide experiential learning and guidance to preservice early childhood educators on how to establish environments that stimulate curiosity and promote thinking. By teaching preservice early childhood educators to analyse, think rationally and creatively, problem-solve and reason, we can foster a better educated tertiary student whose thinking skills will be more effective, and who can initiate such activities in their future educational environments. At the UWS, Nepean students’ metacognitive awareness and perceptions of their own thinking were explored through collaborative, practical activity accompanied by interactive dialogue, thereby establishing ‘communities of inquiry’ in three early childhood subjects. Formative and summative interviews with students, as well as written student reflections indicated that these practices greatly nurtured their creative intellect, further developed their ability to think critically and heightened perception of their own metacognitive capabilities. Students reported that their experiences had encouraged them to use similar thinking skills activities in their own teaching.
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Krieg, Susan. "Assessing Young Children's Learning: Using Critical Discourse Analysis to Re-examine a Learning Story." Australasian Journal of Early Childhood 42, no. 2 (June 2017): 53–60. http://dx.doi.org/10.23965/ajec.42.2.07.

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THE CURRENT POLICY CONTEXTS of many countries demand that early childhood educators are able to articulate their practice in new ways. For example, the need to assess and report positive learning outcomes in multiple ways to policy-makers, families and educational systems is a feature of contemporary early childhood education and care. This theoretical paper introduces a multi-dimensional framework to support the assessment of young children's learning and then provides an example of how modified tools drawn from Critical Discourse Analysis (CDA) can be used to effectively examine these dimensions of learning. CDA is a multidisciplinary methodology that integrates the study of language with a consideration of wider social practices. It offers a perspective from which to examine how ways of thinking, speaking, acting and being are drawn from, and also contribute to the particular discourses that are made available within social institutions (in this case, early childhood centres). CDA focuses on how language establishes and maintains social relationships and identities. This paper provides an example of how some of the tools made available in CDA can enhance assessment practices with young children. It is argued that CDA enables early childhood educators to re-examine young children's learning in new ways. The processes outlined in this paper have the potential to inspire early childhood educators to embrace assessment as an opportunity to articulate, celebrate and communicate young children's ways of knowing in new ways.
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Polat, Özgül, and Ebru Aydın. "The effect of mind mapping on young children’s critical thinking skills." Thinking Skills and Creativity 38 (December 2020): 100743. http://dx.doi.org/10.1016/j.tsc.2020.100743.

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Cleland, Frances E. "Young Children’s Divergent Movement Ability: Study II." Journal of Teaching in Physical Education 13, no. 3 (April 1994): 228–41. http://dx.doi.org/10.1123/jtpe.13.3.228.

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Young children’s (N = 50) divergent movement ability (DMA), which is one aspect of critical thinking in physical education, was examined in this study. Treatment Group A received 20 physical education lessons based on skill themes using indirect teaching styles (n = 16). Twenty lessons based on low-organized games content using direct teaching styles were provided to Treatment Group B (n = 17). No treatment was provided to the control subjects in Group C (n = 17). No significant DMA pretest differences were determined, and the independent variables (i.e., gender, intelligence, creativity, and background of movement experience) examined were not significantly related to subjects’ pretest DMA. A two-way ANOVA and post hoc Scheffe test revealed that Group A’s posttest DMA scores were significantly higher than those for either Group B or Group C, F(2, 47) = 11.7, p < .0001. Young children’s ability to generate different movement patterns (i.e., DMA), therefore, was significantly improved in response to employing critical thinking strategies in physical education.
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Klefstad, Jill M. "Focus on Family: Environments That Foster Inquiry and Critical Thinking in Young Children: Supporting Children's Natural Curiosity." Childhood Education 91, no. 2 (February 25, 2015): 147–49. http://dx.doi.org/10.1080/00094056.2015.1018795.

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Bang, Hyo-Kook, Yoo-Jung Sin, and Bong-Kwan Joo. "The Effects on Young Children’s Critical Thinking and Personality Caused by Critical Discussion against Science Technology." Early Childhood Education Research & Review 23, no. 3 (June 30, 2019): 233–54. http://dx.doi.org/10.32349/ecerr.2019.6.23.3.233.

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Dissertations / Theses on the topic "Young children's critical thinking"

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id, julia suleeman@ui ac, and Julia Suleeman Chandra. "A Vygotskian perspective on promoting critical thinking in young children through mother-child interactions." Murdoch University, 2008. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20090209.101855.

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This thesis examines how mothers, as primary caretakers, might promote the development of critical thinking of their 4- and 5-year-olds. Interest in critical thinking in very young children can be traced back to the early years of the 20th century with views expressed by philosophers such as John Dewey and John Stuart Mill that were in favour of giving young children opportunities that might encourage their free expression and inquiring, critical nature in the school context. Educators like Frobel and Montessori who developed programs for kindergartens worked on similar assumptions. However, how the home environment especially maternal support might foster the development of critical thinking in young children has received only minimal attention. The rise of the critical thinking movement in the 1970s enhanced the conceptualization of critical thinking, and how to assess the critical thinking ability. But studies of the precursors of critical thinking in young children received only minimal attention. Two theoretical perspectives, the constructivist and the socio-cultural, represented by their most authoritative figures, Piaget and Vygotsky, respectively, have provided the conceptual basis for this research. While Piaget viewed children’s cognition as developing through active construction while dealing with concrete, practical problems, Vygotsky considered children’s cognitive development as evolving through the internalization of interactions with more able people in their immediate environment. In this thesis, Piaget’s approach to investigating children’s higher thinking processes was applied to the design of tasks that assessed critical thinking features in very young children whilst Vygotsky’s notion of the zone of proximal development was used to design the overall intervention program to develop very young children’s critical thinking through meaningful interactions with their mothers. How critical thinking in young children might develop through mothers’ interaction strategies was investigated in the context of Indonesian participants in their home settings. In that cultural context, critical thinking is not nurtured, and even children’s curiosity is often regarded as irritating by adults. The challenge for this study, therefore, was to design a program that would challenge the mothers’ personal and cultural assumptions and to empower them to support the development of critical thinking in their young children. The effectiveness of the intervention was evaluated against whether and, if so, how the children’s precursors of critical thinking improved across the intervention period. The main contributions this study was expected to make are: (1) advance the conceptualization of the nature of critical thinking in very young children (2) develop and test innovative methods to identify the features of critical thinking in very young children; and (3) identifying how mothers, having been empowered through the metacognitive program, may promote the development of critical thinking in very young children. The nature of critical thinking in very young children was operationalised through two different assessment methods specifically developed for this purpose. One was a dynamic qualitative assessment where each child interacted with his or her mother in a teaching-learning setting. The other consisted of a series of quantitative, Piagetian-like assessments, using play settings. The research used a pre- and post-intervention control group design in order to allow for comparisons both within-subjects, across the intervention period, and between-subjects as another group of mother-child pairs served as control receiving no intervention. The findings revealed that very young children are able to show precursors of critical thinking consisting of both cognitive and affective elements, such as questioning, authentication, moral reasoning, and appropriate emotion. Features indicating inhibitors of critical thinking (such as passivity and over-compliance) were also found. Through the intervention program, the experimental group mothers learned to notice, encourage and support children's attempts at inquiry as the children grappled with making sense of their environment. Although the precursors of critical thinking identified before the intervention continued to develop over time due to maturation (as shown by the performance of the control group children), the experimental group children performed even better over time. In addition, the mothers of children with better performance in critical thinking tasks were observed to emphasize informing and reasoning, and to enjoy interacting with their children, rather than pressuring or commanding them. This research has highlighted conceptual and methodological issues in identifying and assessing very young children’s critical thinking, as well as the educational implications for the promotion of children’s critical thinking at home and in schools through similar metacognitive programs for parents and teachers. More research into the assessment of very young children’s critical thinking in different settings and with persons other than mothers is indicated, as is a focus on other factors that may influence the development of critical thinking.
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Chandra, Julia Suleeman. "A Vygotskian perspective on promoting critical thinking in young children through mother-child interactions." Chandra, Julia Suleeman (2008) A Vygotskian perspective on promoting critical thinking in young children through mother-child interactions. PhD thesis, Murdoch University, 2008. http://researchrepository.murdoch.edu.au/713/.

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This thesis examines how mothers, as primary caretakers, might promote the development of critical thinking of their 4- and 5-year-olds. Interest in critical thinking in very young children can be traced back to the early years of the 20th century with views expressed by philosophers such as John Dewey and John Stuart Mill that were in favour of giving young children opportunities that might encourage their free expression and inquiring, critical nature in the school context. Educators like Frobel and Montessori who developed programs for kindergartens worked on similar assumptions. However, how the home environment especially maternal support might foster the development of critical thinking in young children has received only minimal attention. The rise of the critical thinking movement in the 1970s enhanced the conceptualization of critical thinking, and how to assess the critical thinking ability. But studies of the precursors of critical thinking in young children received only minimal attention. Two theoretical perspectives, the constructivist and the socio-cultural, represented by their most authoritative figures, Piaget and Vygotsky, respectively, have provided the conceptual basis for this research. While Piaget viewed children’s cognition as developing through active construction while dealing with concrete, practical problems, Vygotsky considered children’s cognitive development as evolving through the internalization of interactions with more able people in their immediate environment. In this thesis, Piaget’s approach to investigating children’s higher thinking processes was applied to the design of tasks that assessed critical thinking features in very young children whilst Vygotsky’s notion of the zone of proximal development was used to design the overall intervention program to develop very young children’s critical thinking through meaningful interactions with their mothers. How critical thinking in young children might develop through mothers’ interaction strategies was investigated in the context of Indonesian participants in their home settings. In that cultural context, critical thinking is not nurtured, and even children’s curiosity is often regarded as irritating by adults. The challenge for this study, therefore, was to design a program that would challenge the mothers’ personal and cultural assumptions and to empower them to support the development of critical thinking in their young children. The effectiveness of the intervention was evaluated against whether and, if so, how the children’s precursors of critical thinking improved across the intervention period. The main contributions this study was expected to make are: (1) advance the conceptualization of the nature of critical thinking in very young children (2) develop and test innovative methods to identify the features of critical thinking in very young children; and (3) identifying how mothers, having been empowered through the metacognitive program, may promote the development of critical thinking in very young children. The nature of critical thinking in very young children was operationalised through two different assessment methods specifically developed for this purpose. One was a dynamic qualitative assessment where each child interacted with his or her mother in a teaching-learning setting. The other consisted of a series of quantitative, Piagetian-like assessments, using play settings. The research used a pre- and post-intervention control group design in order to allow for comparisons both within-subjects, across the intervention period, and between-subjects as another group of mother-child pairs served as control receiving no intervention. The findings revealed that very young children are able to show precursors of critical thinking consisting of both cognitive and affective elements, such as questioning, authentication, moral reasoning, and appropriate emotion. Features indicating inhibitors of critical thinking (such as passivity and over-compliance) were also found. Through the intervention program, the experimental group mothers learned to notice, encourage and support children's attempts at inquiry as the children grappled with making sense of their environment. Although the precursors of critical thinking identified before the intervention continued to develop over time due to maturation (as shown by the performance of the control group children), the experimental group children performed even better over time. In addition, the mothers of children with better performance in critical thinking tasks were observed to emphasize informing and reasoning, and to enjoy interacting with their children, rather than pressuring or commanding them. This research has highlighted conceptual and methodological issues in identifying and assessing very young children’s critical thinking, as well as the educational implications for the promotion of children’s critical thinking at home and in schools through similar metacognitive programs for parents and teachers. More research into the assessment of very young children’s critical thinking in different settings and with persons other than mothers is indicated, as is a focus on other factors that may influence the development of critical thinking.
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Vance, Emily Diane. "Class Meetings: Teachers and Young Children Co-Constructing Problem Solving." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195029.

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Class Meetings with a teacher and group of young children (ages 3-5) provide a forum for creative group problem solving, both establishing a community of learners and developing oral language skills. The construction of a child's oral language and problem-solving skills is far reaching and is an underlying theme in many areas of social and emotional growth including moral development, character development, conflict resolution, identification of values, self esteem, and academic improvement. The theoretical framework for this study is based on various scholarly sources including those concerned with early childhood group learning, oral language, and problem solving.During this 12 week action research study, both teacher-talk and children's problem solving strategies were addressed to answer the following research questions: What roles do teachers play in Class Meetings? What types of teacher talk are used to influence student thinking and talk within Class Meetings? What problems are identified in a Class Meeting with young children? What problem-solving strategies do young children develop within Class Meetings? The research design and methodology include videotaping, audio taping Class Meetings and transcribing these interactions with preschool children in an early childhood classroom setting.Results indicate that during this study, attendance at the Class Meetings increased, and that young children, when given the opportunity to self-select, chose to attend the Class Meetings over other available activities. Also, this study suggests that the Class Meeting model and effective teacher-talk support student oral language, the use of positive communication, problem identification, and the development of problem solving strategies. Implications for early childhood educators, teacher educators, policymakers and researchers are discussed.
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Pletz, Janet, and University of Lethbridge Faculty of Education. "Literature-as-lived in practice : young children's sense of voice." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2008, 2008. http://hdl.handle.net/10133/730.

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This study, situated in classroom practice and grounded in pedagogic wakefulness (Clandinin and Connelly, 2000), explores the nature of young children’s sense of voice as indicated through sustained interactions and representations of experiences with picturebook literature. The naturalistic research site was a grade one classroom setting in a large urban school. Student engagement and interactions with read-aloud events and responses to literature through multi-modal representations perpetuated meaning making and personal relevance. Coding procedures exemplified the nature of young children’s sense of voice as falling into two broad conceptual categories: (1) Situated Nature and (2) Experiential Nature. The Situated Nature of young children’s sense of voice revealed developmental, exploratory, and social sites of student engagement to literature. The Experiential Nature of young children’s sense of voice described three specificities of narrativity in their responses to picturebook literature: Young children’s multi-modal responses were interpreted as representative of Self- Narrativity, Interpretive-Narrativity, and Aesthetic-Narrativity. The findings contribute to a reconceptualized literacy curriculum which illuminates personal, social, and cultural identities, especially young children’s awareness of their individual sense of voice, developed through picturebook literature in primary classrooms.
xii, 151 leaves : col. ill. ; 29 cm.
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Cooper, Hilary Jacquelyn. "Young children's thinking in history." Thesis, University College London (University of London), 1991. http://discovery.ucl.ac.uk/10019081/.

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Theories of cognitive development relevant to children's thinking in history are examined and previous research relating these to history is discussed. No agreed patterns of development in historical thinking which are based on cognitive psychology have so far been found, and the early stages of children's historical thinking have not been adequately examined. An experiment was set up to investigate young children's ability to develop arguments about a variety of historical evidence. Two groups of twenty eight-year-old children were taught four periods of history over two terms, as part of an integrated curriculum, by the researcher who was their class teacher. Teaching strategies were based on experience (visits to sites and museums), and discussion of key evidence using taught concepts. These experimental groups were compared with a control group in another school, taught the same four periods as the experimental groups, by an experienced teacher, using his siwn methods. At the end of each unit, the control and experimental groups were given a written test to assess their ability to make deductions about evidence related to the period but previously unseen. The first experimental group also made tape-recordings of discussions of the evidence, led by the teacher. In the second experimental group discussions, no adult was present. The experimental groups were also tested on their ability to write stories based on their knowledge of this period. Assessment scales based on cognitive psychology and previous research were devised. Findings suggested that children were able to make a range of valid deductions about pictures, artefacts, diagrams, maps and writing, using learned vocabulary, and that they could recognise a distinction between certainty and probability. Discussions were more wide-ranging than written answers, whether an adult was present or not. It was suggested that through learning to make a range of valid suppositions about evidence, children begin to consider the attitudes and ideas of other societies. Teaching strategies are significant in developing children's historical understanding.
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Florek, Kristin A. Newhard. "An exploration of children's solution-thinking abilities." Thesis, This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-11182008-063151/.

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Pendergrass, Lynne M. "Shifting Their Thinking: Using Visual Images to Encourage Critical Thinking in Young Learners." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1707300/.

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The purpose of this qualitative inquiry is to explore critical visual literacy in a first grade classroom at a private school. This case study design focuses on students learning how to take a critical stance by focusing on the visual images, children's picture books, and visual arts masterpieces. The research question guiding this study is: How does a visual literacy approach using inferential and critical questioning support first graders' development of critical literacy? Four social issue topics were discussed which were exploring difference, bullying, poverty and global issues. The students engaged in conversations on each topic that were prompted by a specific set of questions to invite a critical stance. This study encouraged multimodality as it opened up a space to make thought visible in ways that go beyond printed words. The students were able to demonstrate their thinking and understanding by sharing their voice on the various topics through writing, art, music or acting. The inclusion of art was a valuable tool for building a deep understanding of self and others. Findings from this study support the development of social empathy in students and can be linked to morality theory and moral education. The study points to the significance of visual images and art in the development of agency in students while also initiating a change in how students approach all texts. Additionally, this study supports the use of inference as a tool for critical literacy with visual images. This approach to the curriculum encouraged students to become critically aware of the messages in their everyday worlds. The goal was for the students to develop a confident voice that can speak back to a text.
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Fung, Tak-fong Agnes, and 馮德芳. "An investigation of young children's thinking processes on solving practical mathematics tasks." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960091.

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Fung, Tak-fong Agnes. "An investigation of young children's thinking processes on solving practical mathematics tasks." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20057854.

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Schmid, Silvia. "The role of critical thinking in the young adult developmental stage and implications for ministry to them." Theological Research Exchange Network (TREN), 1994. http://www.tren.com.

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Books on the topic "Young children's critical thinking"

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Critical thinking in young minds. London: D. Fulton, 1997.

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Three-step tray tasking: Logic & critical thinking activities for young children. Clifton Park, NY: Thomson Delmar Learning, 2008.

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Metacognition in young children. New York, NY: Routledge, 2009.

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Powell, Stuart. The facilitation of critical thinking skills in young children by means of computer presented problem-solving activities. Birmingham: University of Birmingham, 1986.

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Billings, Henry F. Daredevils: 21 stories of extraordinary daring--with exercises for developing reading comprehension and critical thinking skills. Lincolnwood, Ill: Jamestown Publishers, 1999.

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Terry, O'Neill. Zoos: Identifying propaganda techniques. San Diego, CA: Greenhaven Press, 1990.

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Billings, Henry F. Deceptions: 21 fascinating stories of trickery and fraud--with exercises for developing reading comprehension and critical thinking skills. Lincolnwood, Ill: Jamestown Publishers, 1999.

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Stone, Billings Melissa, ed. Rescued: 21 stories of daring rescues-- with exercises for developing reading comprehension and critical thinking skills. Lincolnwood, Ill: Jamestown Publishers, 1999.

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Terry, O'Neill. The homeless: Distinguishing between fact and opinion. San Diego, CA: Greenhaven Press, 1990.

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Swisher, Karin, and Michael D. Biskup. AIDS: Opposing viewpoints. Edited by Biskup Michael D. 1956- and Swisher Karin 1966-. San Diego, CA: Greenhaven Press, 1992.

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Book chapters on the topic "Young children's critical thinking"

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Slater, Jenny. "Research with Dis/abled Youth: Taking a Critical Disability, ‘Critically Young’ Positionality." In Disabled Children's Childhood Studies, 180–95. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137008220_14.

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McCallum, Robyn. "Adaptations for Young Audiences: Critical Challenges, Future Directions." In The Palgrave Handbook of Children's Film and Television, 37–54. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17620-4_2.

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Priestley, Kath. "How do adults support children's mathematical talk, thinking and mastery?" In How to Recognise and Support Mathematical Mastery in Young Children's Play, 169–97. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429026072-8.

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Parker, Amy. "Building mathematical thinking through whole-class child-led learning." In How to Recognise and Support Mathematical Mastery in Young Children's Play, 109–36. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429026072-6.

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Yates, David. "Making their mathematical mark: understanding and supporting children's mathematical mark-making and thinking." In How to Recognise and Support Mathematical Mastery in Young Children's Play, 137–68. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429026072-7.

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Hulme, Katie. "Documenting children's mathematical talking and thinking through observation, learning stories and floor books." In How to Recognise and Support Mathematical Mastery in Young Children's Play, 81–108. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429026072-5.

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McCallum, Faye. "Teacher and Staff Wellbeing: Understanding the Experiences of School Staff." In The Palgrave Handbook of Positive Education, 715–40. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_28.

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AbstractThe health of the teaching profession is essential for the innovation and productivity potential of our young people. Teachers are faced with preparing young people for an unknown future, with the reduction of manual tasks and an increased focus on people skills, problem-solving, and creative thinking. Teachers are critical in helping students achieve, belong, and develop socially and emotionally. But how well prepared are teachers and other school staff for shifting conditions, and how satisfied and productive are they? The reality is that many teachers, leaders, and school staff are struggling. Drawing on two research studies, this chapter explores experiences of staff wellbeing. Findings indicate that for young people to be well, to achieve at school, and to be prepared for the future, teachers must also be well. Strategies for supporting teacher wellbeing and implications for the future are discussed. A well-educated population is key to a nation’s prosperity, peace, and human flourishing.
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Sheridan, Kathleen M., and David Banzer. "Mathematics to Promote Critical Thinking." In Contemporary Challenges in Teaching Young Children, 184–201. Routledge, 2019. http://dx.doi.org/10.4324/9780429458354-13.

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Jordan, Katrina Woolsey, Michelle Fazio-Brunson, and Shawn Marise Butler. "Strategies for Fostering Critical Thinking in Early Childhood Education." In Handbook of Research on Critical Thinking and Teacher Education Pedagogy, 346–66. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7829-1.ch019.

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Critical thinking is not a new concept in the world of education. However, teaching it to university students in teacher education programs can be difficult. Teaching these skills to students in grade school, especially in the early childhood classroom, comes with its own set of challenges. This chapter outlines strategies for teaching critical thinking skills in interesting and innovative ways, both at the university and early childhood level. Of particular interest is the project approach. During the three phases of this approach, children act as young investigators and apply critical thinking skills in their daily work. Future trends in both teacher education and the education of young children are also identified.
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Bressler, Denise M. "Solving the Creativity Crisis." In Handbook of Research on Innovative Digital Practices to Engage Learners, 100–121. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9438-3.ch005.

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Society's serious problems require creative thinkers. Developing an effective workforce relies on cultivating our children's creativity. Unfortunately, we are suffering a creativity crisis, particularly with young children. Since 1990, early elementary students have suffered the largest decrease in creative thinking capacity. Rather than learning through play, young children are taught by rote and tested extensively. Play is indispensable for early learners; without play, students are missing an essential element of early learning that stimulates creative thinking. To promote play, elementary teachers should be trained in maker-centered teaching, a playful approach to learning that embodies the essential elements of STEM education. To truly integrate maker-centered learning, there is a critical need for effective maker-centered professional development. Maker-centered teaching provides playful learning where young children can experience STEM and learn to think more creatively. With maker-centered teaching, we can make the next generation of innovators.
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Conference papers on the topic "Young children's critical thinking"

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Noviza, Oktarina. "Critical Thinking and Technology in Young Children: Do We Really Need Technology to Help Children Improve Critical Thinking?" In International Conference of Early Childhood Education (ICECE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200715.011.

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Natalina Muliasari, Desiani. "Promoting Critical Thinking through Children's Experiential Learning." In 3rd International Conference on Early Childhood Education (ICECE 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icece-16.2017.84.

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Muryanti, Elise, and Yuli Herman. "Building Children's Critical Thinking by Puzzle Story Telling." In 3rd International Conference on Early Childhood Education (ICECE 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icece-16.2017.25.

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Pinedo, Ruth, Inmaculada Calleja, and Myriam De la Iglesia. "LABORATORY OF CHILDREN'S EXPERIENCES: RESEARCH ON SCIENTIFIC AND CRITICAL THINKING." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0341.

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Shek, JoAnn-Netto. "Developing Creative & Critical Thinking in Young Learners." In The 2nd International Conference 2017 on Teaching English for Young Learners (TEYLIN). Badan Penerbit Universitas Muria Kudus, 2017. http://dx.doi.org/10.24176/03.3201.01.

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Okita, Sandra Y. "Young children's preconceived notions about robots, and how beliefs may trigger children's thinking and response to robots." In 2015 24th IEEE International Symposium on Robot and Human Interactive Communication (RO-MAN). IEEE, 2015. http://dx.doi.org/10.1109/roman.2015.7333690.

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Jia, Shu. "INVESTIGATION ON TEACHING CRITICAL THINKING IN ENGLISH COURSE TO YOUNG ESL LEARNERS IN CHINA." In International Conference on Education and New Developments 2020. inScience Press, 2020. http://dx.doi.org/10.36315/2020end082.

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Quico, Celia. "NAZARÉ IMMERSIVE/ NAZARÉ IMERSIVA: IMMERSIVE MEDIA AS A TOOL TO ENGAGE YOUNG PEOPLE IN CRITICAL THINKING." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0378.

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Fajriyah, Iklilah, Kustini Kosasih, and Rahmah Fitriani. "Unseen Migration of Young Muslim Girl: The Experience of Critical Thinking Returnee of Ex-ISIS Sympathizers as the Inspiration for Prevention Model of Radicalism in Indonesia." In Proceedings of the 3rd International Symposium on Religious Life, ISRL 2020, 2-5 November 2020, Bogor, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.2-11-2020.2305042.

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Zubenschi, Ecaterina. "Popular synchronous, asynchronous and hybrid e-learning systems." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p114-127.

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Online education requires careful thinking about how students and teachers are equipped to change traditional education to the new digital technology requirements. Digital learning management systems, communication tools and e-learning platforms play a crucial role in the new conditions of online learning. Programs and applications can help learning providers manage, plan, deliver, and track learning. Teachers, in addition to specialized skills in the field of teaching subjects, are presented with new skills of knowledge and management of digital tools. Digital competence is one of the eight key competences, materializing in the confident and critical use of the entire range of information and communication technologies for information, communication and problem solving in all areas of life. The use of digital technologies and living speech, represents a whole didactic creation, which individualizes the presented discourse to become an art in shaping the souls of the young generation.
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Reports on the topic "Young children's critical thinking"

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Bolstad, Rachel. Opportunities for education in a changing climate: Themes from key informant interviews. New Zealand Council for Educational Research, October 2020. http://dx.doi.org/10.18296/rep.0006.

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How can education in Aotearoa New Zealand respond to climate change? This report, part of our wider education and climate change project, outlines findings from 17 in-depth interviews with individuals with a range of viewpoints about climate change and the role of education. Five priority perspectives are covered: youth (aged 16–25); educators; Māori; Pacific New Zealanders; and people with an academic, education system, or policy perspective. Key findings are: Education offers an important opportunity for diverse children and young people to engage in positive, solutions-focused climate learning and action. Interviewees shared local examples of effective climate change educational practice, but said it was often down to individual teachers, students, and schools choosing to make it a focus. Most interviewees said that climate change needs to be a more visible priority across the education system. The perspectives and examples shared suggest there is scope for growth and development in the way that schools and the wider education system in Aotearoa New Zealand respond to climate change. Interviewees’ experiences suggest that localised innovation and change is possible, particularly when young people and communities are informed about the causes and consequences of climate change, and are engaged with what they can do to make a difference. However, effective responses to climate change are affected by wider systems, societal and political structures, norms, and mindsets. Interviewee recommendations for schools, kura, and other learning settings include: Supporting diverse children and young people to develop their ideas and visions for a sustainable future, and to identify actions they can take to realise that future. Involving children and young people in collective and local approaches, and community-wide responses to climate change. Scaffolding learners to ensure that they were building key knowledge, as well as developing ethical thinking, systems thinking, and critical thinking. Focusing on new career opportunities and pathways in an economic transition to a low-carbon, changed climate future. Getting children and young people engaged and excited about what they can do, rather than disengaged, depressed, or feeling like they have no control of their future.
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