Gotowe bibliografie tematyczne / Young children's critical thinking

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  1. Artykuły w czasopismach
  2. Rozprawy doktorskie
  3. Książki
  4. Części książek
  5. Streszczenia konferencji
  6. Raporty organizacyjne

Gotowa bibliografia na temat „Young children's critical thinking”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 1 lutego 2022

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Artykuły w czasopismach na temat "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 variet
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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 an
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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 e
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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 dimens
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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
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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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Rozprawy doktorskie na temat "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,
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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,
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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 concerne
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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
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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
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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 stud
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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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Książki na temat "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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Części książek na temat "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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Streszczenia konferencji na temat "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 k
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Raporty organizacyjne na temat "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 learn
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