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Artykuły w czasopismach na temat „Young children's critical thinking”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 1 lutego 2022

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1

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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Ferreira, Eduarda, Cristina Ponte, Maria João Silva, and Celiana Azevedo. "Mind the Gap." International Journal of Digital Literacy and Digital Competence 6, no. 3 (July 2015): 16–32. http://dx.doi.org/10.4018/ijdldc.2015070102.

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Digital practices are pervasive in the everyday lives of young people. However, to be emerged in digital networked practices does not inherently provide competences to critically examine media and online content. Formal learning could profit from young people's interests and enthusiasm in informal learning contexts, bridging the gap between formal learning and everyday digital practices. The school has an urgent and decisive role to promote digital literacies and to prepare young people to adapt to a changing world. This paper presents results from the project Net Children Go Mobile in Portuga

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Harris, Kathleen I. "Using Peer-Shared Intervention Strategies for Promoting Math Explorations and Critical Thinking in Early Childhood Inclusive Classrooms." International Journal of Contemporary Education 2, no. 1 (February 19, 2019): 33. http://dx.doi.org/10.11114/ijce.v2i1.3950.

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Inclusive early childhood settings invite children with and without disabilities to play, learn, and work together in one classroom. Teachers can take advantage of children’s curiosity for math when they organize creative learning environments and develop meaningful critical thinking experiences to increase children’s interactions with peers. Peer-shared activities, including math helpmates and math chats, can offer a hopeful approach for supporting higher order and critical thinking math experiences for young children in inclusive classroom settings. Inviting a math helpmate to explain to a p

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Sukhanova, N. P. "Children’s philosophy and teaching philosophy to children." Science and School, no. 5, 2019 (2019): 185–90. http://dx.doi.org/10.31862/1819-463x-2019-5-185-190.

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From an early age, children ask philosophical questions, there is a phenomenon of child philosophy. Philosophy is considered as an important factor in the formation and development of personality. The article analyzes the traditional educational strategy based on the translation of ready-made, existing knowledge, as the one that doesn’t meet the needs of today Modern society sets before education the task of preparing a critically thinking subject, ready for innovations, seeking to improve his education Research education, which effectively resists the global civilizational crisis, is aimed at

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Et.al, Hazhari Ismail. "Comics and Children’s Literacy Skills: A Focus Group Analysis from Preschool Teacher’s Perspective." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 10, 2021): 53–62. http://dx.doi.org/10.17762/turcomat.v12i3.465.

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Comics is amongst the educational learning tools which offer children an opportunity to understand and interpret the narrative by themselves. Like most studies conclude, through the characteristics and features that comics provide to the reader, it offers many advantages on how literacy skills develop for children's development, as well as specific skills associated with recognizing reading skills and value-added benefit.This study was discussed extensively on how comics could improve the literacy skills of children particularly for pre-school children's reading comprehension. By conducting fo

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Anggraeni, Reni. "High Order Thinking Skills: Strategies for Raising Student’s Thinking Processes and Children’s Cognitive Development in Reading Comprehension." Journal of Language Learning and Research (JOLLAR) 1, no. 2 (November 25, 2018): 76–86. http://dx.doi.org/10.22236/jollar.v1i2.3484.

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This article presents various strategies for raising student’s high order thinking skills (HOTS) in reading comprehension. Basically, to be able to raise the capability of HOTS, a student is encouraged to have better thinking processes so that varied strategies to implement HOTS will work out properly and accordingly. Just like children’ cognitive development, HOTS is best put into practice since early childhood. The strategies to improve the student’s critical thinking skills in reading comprehension are described thoroughly in three different ways: 1) seven strategies proposed by the Nationa

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MacRae, Christina. "Representing Space: Katie's Horse and the Recalcitrant Object." Contemporary Issues in Early Childhood 9, no. 4 (January 1, 2008): 275–86. http://dx.doi.org/10.2304/ciec.2008.9.4.275.

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This article is a practitioner's attempt to resist habitual ways of interpreting and responding to young children's drawings. Early art education as a discipline is shot through with complexities, including wider shifting social discourses. This article specifically explores the continuing and powerful effect that Piaget's developmental approach has had on ways that teachers expect children to represent the world. The critique of Piaget examines how his stages of cognitive development intersect with an account of perspective that naturalises the claims it makes to represent the world. Critical

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Timberlake, Anicia Chung. "Brecht for Children." Representations 132, no. 1 (2015): 30–60. http://dx.doi.org/10.1525/rep.2015.132.1.30.

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East German music educators developed new children’s operas on the model of Brechtian Lehrstücke to teach critical, “dialectical” thinking, a skill they considered essential for young socialists. This essay examines how the operas offered an alternative political education to the GDR’s official program of state-loyal patriotism and explores the conflicts that arose when Brecht’s theories of gestus and estrangement came into contact with the fairy tale tradition long thought to be the center of German children’s culture.

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Dermata, Κaterina. "“My BEST friends, the books”." Journal of Research in Innovative Teaching & Learning 12, no. 2 (August 14, 2019): 151–63. http://dx.doi.org/10.1108/jrit-01-2019-0009.

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Purpose The contribution of children’s literature to the social-emotional development of children has been recognized across disciplines. Especially picture books, as multimodal texts which communicate with young readers with two codes simultaneously, can be a potential means of fostering empathy in young children (Nikolajeva, 2013). The purpose of this paper is to introduce the program “My BEST friends, the books,” an empirical project (in progress) based on a Book-Based Emotional Social Thinking approach. Design/methodology/approach This approach is inspired by the Critical Thinking and Book

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Sulochana Neranjani, E. "Children’s Literature: A Tool to Enrich Learning in the Elementary School." Indian Journal of Information Sources and Services 10, no. 2 (November 5, 2020): 48–55. http://dx.doi.org/10.51983/ijiss.2020.10.2.486.

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Children’s Literature (CL) has been identified as an effective tool to develop essential competencies such as creativity and critical thinking in the young learners. Although Literature has been given a prominent place in Sri Lanka, CL has been limited to reading for pleasure. This case study investigated the impact of CL in the development of creativity, critical thinking and positive attitudes in the Elementary School (ES) children in Sri Lanka. Twenty ES teachers in the state schools in Sri Lanka were interviewed to identify their views on using CL as a learning tool in the classroom. Obser

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윤선영 and ChoHyungSook. "A study on developing and evaluating a young children’s economic education program based on teaching critical thinking strategies." Korean Journal of Early Childhood Education 28, no. 2 (April 2008): 113–41. http://dx.doi.org/10.18023/kjece.2008.28.2.006.

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Yoo, Ji Yoon and Kim,Soo-Young. "The effects of response-based discussion activities using post-modern picture books on young children’s language ability and critical thinking." EARLY CHILDHOOD EDUCATION & CARE 13, no. 2 (April 2018): 79–101. http://dx.doi.org/10.16978/ecec.2018.13.2.004.

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Aruldoss, Vinnarasan. "The Politics of Young Children through the ‘Epistemologies of the South’." Social Sciences 8, no. 5 (May 13, 2019): 151. http://dx.doi.org/10.3390/socsci8050151.

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Drawing data from an ethnographic study conducted in an early-years setting in Chennai, India, where everyday politics is couched in material and relational practices, the paper ruminates on the idea of ‘children as subjects’ in relation to politics and public life. By using the framework of ‘epistemologies of the south’, the analysis illustrates how a focus on ‘global cognitive justice’ might enable us to understand the politics of life in the global south differently from Western critical theory. The paper further deliberates on how such a ‘decolonial imagination’ would help us to reframe Eu

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Christ, Tanya, X. Christine Wang, Ming Ming Chiu, and Ekaterina Strekalova-Hughes. "How App Books’ Affordances Are Related to Young Children’s Reading Behaviors and Outcomes." AERA Open 5, no. 2 (April 2019): 233285841985984. http://dx.doi.org/10.1177/2332858419859843.

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Given the increasing use of app books with young children, research is needed to inform their selection and design. Although broad guidelines exist, more fine-grained guidance is needed. To address this need, we explored the relations among app books’ digital affordances, readers’ behaviors with these affordances during both buddy and individual reading sessions, and their individual outcomes. Fifty-three kindergarteners (ages 5.05–6.46 years; M = 5.60, SD = 0.42) read 12 app books twice each across 24 buddy reading sessions and four app books once each across four individual reading sessions,

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Alzahrani, Mona, Manal Alharbi, and Amani Alodwani. "The Effect of Social-Emotional Competence on Children Academic Achievement and Behavioral Development." International Education Studies 12, no. 12 (November 29, 2019): 141. http://dx.doi.org/10.5539/ies.v12n12p141.

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In this paper, we explore the importance of the social-emotional competence on children’s growth. To develop children social-emotional competence, an interaction between adults and children is critically needed. Teachers have the responsibility to enhance children’s development in many aspects, including social, emotional, cognitive, academic, and behavioral skills. A positive relationship between teachers and young students helps those students to have better school achievement and behavioral skills. We review several studies that show the influence that social and emotional competence has on

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I’Anson, John, Ann Quennerstedt, and Carol Robinson. "The International Economy of Children’s Rights: Issues in Translation." International Journal of Children’s Rights 25, no. 1 (June 20, 2017): 50–67. http://dx.doi.org/10.1163/15718182-02501004.

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The United Nations Convention on the Rights of the Child (uncrc) is an international legal text that necessitates multiple translations into national policy contexts if it is to become mobilised within professional practice. The aim of this paper is to foreground this process of translation and to identify some of the limitations inherent within present mobilisations of the uncrc. On the basis of this diagnosis, we then raise a series of ethical considerations that might inform a more critical and open-ended approach. We characterise current approaches to mobilising the uncrc as an internation

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Gómez-Sánchez, Jesica, José Antonio Ruiz-Ballesteros, and Sergio Moreno-Ríos. "How children and adults keep track of real information when thinking counterfactually." PLOS ONE 15, no. 12 (December 4, 2020): e0242967. http://dx.doi.org/10.1371/journal.pone.0242967.

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Thinking about counterfactual conditionals such as “if she had not painted the sheet of paper, it would have been blank” requires us to consider what is conjectured (She did not paint and the sheet was blank) and what actually happened (She painted and the sheet was not blank). In two experiments with adults (Study 1) and schoolchildren from 7 to 13 years (Study 2), we tested three potential sources of difficulty with counterfactuals: inferring, distinguishing what is real vs conjectured (epistemic status) and comprehending linguistic conditional expressions (“if” vs “even if”). The results sh

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Harwood, Debra. "The Blue Car in the Forest: Exploring Children’s Experiences of Sustainability in a Canadian Forest." Nordic Studies in Science Education 15, no. 4 (November 26, 2019): 403–17. http://dx.doi.org/10.5617/nordina.6169.

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An abandoned blue car from 1958 is a central figure of the qualitative exploration of sustainability pedagogies within a Canadian nature school. The mystery of the car and its entanglement within a densely-forested area where the preschool children play and learn is provocative. As part of a larger ethnographic case study of the nature school, eight young children (3-5-year-olds) and their two nature teachers’ critical engagement with the car is examined over the course of a year. The research approach for the data collection and analysis included photos, videos, participant-observations, educ

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Penn, Leslie Rech. "Room for monsters and writers: Performativity in children’s classroom drawing." Contemporary Issues in Early Childhood 21, no. 3 (January 4, 2019): 208–23. http://dx.doi.org/10.1177/1463949118819456.

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Much research on children’s classroom drawing emerged from an interest in the relationships between drawing and early writing and focused on drawing as a pedagogical tool to engage young children in planning, generating, and illustrating story ideas. In an eight-month case study of children’s drawing in a kindergarten language arts curriculum, the author focused on children’s classroom drawing not as a pedagogical intervention, but as an emergent event in which the intra-actions of children, drawing, and discourses coalesce. Of the many findings from this project, prevalent is the notion that

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Koc, Krzysztof. "Edukacja polonistyczna w czasach populistycznej zarazy." Paidia i Literatura, no. 2 (June 25, 2020): 13–34. http://dx.doi.org/10.31261/pil.2020.02.02.

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The article encourages reflection on the role of Polish language education in the face of contemporary challenges. One of them is the expansion of populism (e.g. in politics, in the media, in the way of thinking about education) and the accompanying disinformation campaigns, propaganda or replacing information analysis with emotional opinions. We are also in Poland witnessing this disturbing process, which threatens the foundations of democracy. That is why teaching a critical attitude towards theses expressed in public discourse is so important. The article shows how access to reliable inform

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Wang, X. Christine, Tanya Christ, Ming Ming Chiu, and Ekaterina Strekalova-Hughes. "Exploring the Relationship Between Kindergarteners’ Buddy Reading and Individual Comprehension of Interactive App Books." AERA Open 5, no. 3 (July 2019): 233285841986934. http://dx.doi.org/10.1177/2332858419869343.

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Interactive app books are increasingly part of young children’s literacy ecosystem. However, most previous studies examined buddy reading with traditional print books or CD-ROM books. Little is known about whether and how buddy reading with app books might be related to subsequent individual reading. To address this, informed by multimodal literacy and sociocultural theories, we investigated how 53 kindergarteners’ (ages 5–6 years) buddy reading behaviors were related to their subsequent individual reading behaviors and comprehension outcomes while reading app books. Multivariate mixed respons

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Coletti, Jennifer T., Veronica Allan, and Luc J. Martin. "Reading Between the Lines: Gender Stereotypes in Children’s Sport-Based Books." Women in Sport and Physical Activity Journal 29, no. 1 (April 1, 2021): 1–11. http://dx.doi.org/10.1123/wspaj.2020-0036.

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A child’s first contact with media and culture typically comes from books they are exposed to in the home and at school. The narratives presented contribute to the early reinforcement of gender roles and norms and can greatly influence the way that young girls perceive and experience sport. The purpose of this study was to explore the narratives within sport-based books geared toward a young female audience to determine the extent to which they promote the engagement of girls in sport. A pragmatic literature search was conducted to obtain books that met our inclusion criteria. Books (n = 28) w

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Sivrić, Ivana, and Maja Pandža Topić. "Virtualni svijet djece i mladih: izazovi na putu odrastanja." Obrazovanje odraslih/Adult Education 20, no. 1_2 2020 (2021): 79–110. http://dx.doi.org/10.53617/issn2744-2047.2020.20.1_2.79.

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The media raises our children and form an important part of their daily lives. It is impossible to imagine life without the presence of the media. They are the main source of information, content, and topics on upbringing, education, culture, politics, and entertainment. The media are socializing agent which impact on society, children and youth is significant. Accordingly, there should be a greater social intention for media education and training. The role of media education in our schools is still underused, often marginalized and sometimes misunderstood by both teachers, preschool teachers

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Demiral, Seran. "Considering Discourse with Children through Animations." International Journal of Pedagogy, Innovation and New Technologies 7, no. 2 (December 30, 2020): 47–57. http://dx.doi.org/10.5604/01.3001.0014.6865.

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Children’s literature and art activities are not only useful for creativity but also quite functional for education through new understanding in the contemporary perspectives about learning. For instance, philosophy for children is a wide-spread methodology to reveal children’s potentials by building a “community of inquiry” at classrooms. Children’s books and animations can provide a magnificent starting point for those philosophical discussions. However, in many societies, children and young people are still underestimated that the usual point of view about children’s literature used to incl

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Anderson, Brianna. "Revolutionary paratext and critical pedagogy in Nathan Hale’s One Dead Spy." Studies in Comics 11, no. 1 (July 1, 2020): 127–46. http://dx.doi.org/10.1386/jem_00018_1.

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Autobiographical accounts of historical violence and trauma in comics form have gained widespread recognition as valuable pedagogical tools, particularly in the wake of Art Spiegelman’s groundbreaking Maus (1980–91). These comics often draw from the conventions of text-based autobiographies to provide first-person, non-fiction narratives of historical events, contributing to their perceived legitimacy as ‘serious’ texts worthy of inclusion in the classroom. However, this narrow focus on autobiographical comics as authentic windows to history has led educators to largely overlook the unique ped

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Anderson, Brianna. "Revolutionary paratext and critical pedagogy in Nathan Hale’s One Dead Spy." Studies in Comics 11, no. 1 (July 1, 2020): 127–46. http://dx.doi.org/10.1386/stic_00018_1.

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Autobiographical accounts of historical violence and trauma in comics form have gained widespread recognition as valuable pedagogical tools, particularly in the wake of Art Spiegelman’s groundbreaking Maus (1980‐91). These comics often draw from the conventions of text-based autobiographies to provide first-person, non-fiction narratives of historical events, contributing to their perceived legitimacy as ‘serious’ texts worthy of inclusion in the classroom. However, this narrow focus on autobiographical comics as authentic windows to history has led educators to largely overlook the unique ped

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Flavell, John H., Frances L. Green, Eleanor R. Flavell, Paul L. Harris, and Janet Wilde Astington. "Young Children's Knowledge about Thinking." Monographs of the Society for Research in Child Development 60, no. 1 (1995): i. http://dx.doi.org/10.2307/1166124.

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Louisa Bruselius-Jensen, Maria, Dina Danielsen, and Ane Kirstine Viller Hansen. "Pedometers and participatory school-based health education – an exploratory study." Health Education 114, no. 6 (September 30, 2014): 487–500. http://dx.doi.org/10.1108/he-12-2013-0064.

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Purpose – The purpose of this paper is to explore how pedometers (simple gadgets that count steps) can be used as tools in participatory health education to enhance primary school children's insights into, and abilities to reflect on, physical activity in their daily life. The paper focuses on how using pedometers fosters participation and enhances reflection concerning physical activity. Design/methodology/approach – The paper draws on findings from an exploratory project with sixth-grade classes (12-13 years) in four Danish primary schools. The approach is called Imove. In Imove, pupils use

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Salmon, Angela K., and Teresa Lucas. "Exploring Young Children's Conceptions About Thinking." Journal of Research in Childhood Education 25, no. 4 (October 2011): 364–75. http://dx.doi.org/10.1080/02568543.2011.605206.

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Atance, Cristina M. "Young Children's Thinking About the Future." Child Development Perspectives 9, no. 3 (June 30, 2015): 178–82. http://dx.doi.org/10.1111/cdep.12128.

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Bustamante, Andres, Daryl Greenfield, and Irena Nayfeld. "Early Childhood Science and Engineering: Engaging Platforms for Fostering Domain-General Learning Skills." Education Sciences 8, no. 3 (September 11, 2018): 144. http://dx.doi.org/10.3390/educsci8030144.

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Early childhood science and engineering education offer a prime context to foster approaches-to-learning (ATL) and executive functioning (EF) by eliciting children’s natural curiosity about the world, providing a unique opportunity to engage children in hands-on learning experiences that promote critical thinking, problem solving, collaboration, persistence, and other adaptive domain-general learning skills. Indeed, in any science experiment or engineering problem, children make observations, engage in collaborative conversations with teachers and peers, and think flexibly to come up with pred

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Senawati, Jennet, Ni Komang Arie Suwastini, I. Gusti Agung Sri Rwa Jayantini, Ni Luh Putu Sri Adnyani, and Ni Nyoman Artini. "The Benefits of Reading Aloud for Children: A Review in EFL Context." IJEE (Indonesian Journal of English Education) 1, no. 1 (June 29, 2021): 73–100. http://dx.doi.org/10.15408/ijee.v1i1.19880.

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ABSTRACTAlthough reading aloud is an old teaching strategy, its relevance has been vouched by research from time to time. The present study aimed to critically review experts' opinions and results of previous research on the definition and characteristics of reading aloud and its benefits for young children in the EFL contexts by employing George’s (2008) model of literature review. The review revealed that the teacher plays the most crucial role in reading aloud, acting as the bridge between the text and the student's comprehension. A good design of reading aloud demands the teacher’s compete

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McNair, Lynn J., Caralyn Blaisdell, John M. Davis, and Luke J. Addison. "Acts of pedagogical resistance: Marking out an ethical boundary against human technologies." Policy Futures in Education 19, no. 4 (January 4, 2021): 478–92. http://dx.doi.org/10.1177/1478210320976978.

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This article highlights an action research project that sparked transformation regarding how early years practitioners documented children’s learning. The dominant discourse of standardisation and narrowing of early childhood education, encapsulated in the Organisation for Economic Co-operation and Development’s International Early Learning Study, has resulted in the ‘shaping’ and ‘testing’ of young children around the globe. The OECD has become very interested in early childhood education and is a very instrumental player today (Moss, 2018). Consequently, the testing of young children has bee

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Jordan, Barbara. "Dialogues and Projects: Extending young children's thinking." Early Childhood Folio 4 (June 1, 1999): 3–7. http://dx.doi.org/10.18296/ecf.0259.

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Yelland, Nicola J. "Encouraging Young Children's Thinking Skills with Logo." Childhood Education 71, no. 3 (March 1995): 152–55. http://dx.doi.org/10.1080/00094056.1995.10521831.

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Flavell, John H. "Young Children's Understanding of Thinking and Consciousness." Current Directions in Psychological Science 2, no. 2 (April 1993): 40–43. http://dx.doi.org/10.1111/1467-8721.ep10770682.

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Hare, William, and Victor Quinn. "Critical Thinking in Young Minds." Canadian Journal of Education / Revue canadienne de l'éducation 23, no. 4 (1998): 468. http://dx.doi.org/10.2307/1585764.

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Farini, Federico. "The paradox of citizenship education in early years (and beyond): The case of education to fundamental British values." Journal of Early Childhood Research 17, no. 4 (July 5, 2019): 361–75. http://dx.doi.org/10.1177/1476718x19860552.

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In April 2015, the Early Years Inspection Handbook instructed inspectors to make a judgement on the effectiveness of leadership and management to actively promote British values in the settings. This contribution discusses the paradoxical position of fundamental British values within the cultures of education underpinning the curricular framework for early years education in England, the early years foundation stage. The introduction of education to fundamental British values as a statutory requirement for early years settings will be discussed within its historical background, linked to the a

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Heyman, Gail D. "Children's Critical Thinking When Learning From Others." Current Directions in Psychological Science 17, no. 5 (October 2008): 344–47. http://dx.doi.org/10.1111/j.1467-8721.2008.00603.x.

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A key component of critical thinking is the ability to evaluate the statements of other people. Because information that is obtained from others is not always accurate, it is important that children learn to reason about it critically. By as early as age 3, children understand that people sometimes communicate inaccurate information and that some individuals are more reliable sources than others. However, in many contexts, even older children fail to evaluate sources critically. Recent research points to the role of social experience in explaining why children often fail to engage in critical

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Montgomery, Marilyn J. "Context: A Critical Aspect of Children's Thinking." Contemporary Psychology: A Journal of Reviews 37, no. 10 (October 1992): 1044–45. http://dx.doi.org/10.1037/031483.

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Lewis, Carol D., and John C. Houtz. "Sex-Role Stereotyping and Young Children's Divergent Thinking." Psychological Reports 59, no. 3 (December 1986): 1027–33. http://dx.doi.org/10.2466/pr0.1986.59.3.1027.

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In two experiments 157 kindergarten and first-grade children were administered the Circles Subtest of the Torrance Tests of Creative Thinking. Boys and girls were given differential instructions to think of ideas typically thought of by members of the opposite sex. The contents of the children's ideas were analyzed and scored according to male- and female-dominant categories. Directions to generate ideas of the opposite sex inhibits performance, and considerable sex-role stereotyping of responses occurs at an early age. Without training on a similar task, however, boys appeared to be less able

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