scholarly journals Effective Strategies for Teaching Young Children Critical Thinking Through Picture Book Reading: A Case Study in the New Zealand Context

2021 ◽  
Author(s):  
◽  
Shu Yen Law
Keyword(s):  
Critical Thinking ◽  
Young Children ◽  
Teaching Strategies ◽  
Teaching And Learning ◽  
Picture Book ◽  
Thinking Skills ◽  
Book Reading ◽  
Study Approach ◽  
Picture Book Reading

<p>Critical thinking is a life skill that empowers people to participate fully in everyday life and to make reasonable judgments and inferences on important issues. Critical thinking is not viewed as an individual, fixed entity, but is instead malleable and influenced by the social and cultural contexts of the learner. This study explored the strategies used by primary school teachers to promote young children's critical thinking, and their rationales for those strategies. It also investigated children's responses to picture book reading, including their opinions and behaviours. A qualitative case study approach was used to investigate the development of critical thinking skills during picture book reading lessons with junior primary children. Four teachers in two schools and 22 children aged five to six years participated in this study. Methods included observations of picture book reading lessons, individual interviews with teachers, paired interviews with children, and collection of documents. These methods were used to collect data about teaching strategies, and to obtain an insider's view of the teachers and children. Data were analysed within and across reading lessons using a content analysis approach, and the children's responses were analysed against the Four Resources Model (Luke & Freebody, 1999a) framework. Six teaching strategies were found to be effective in promoting critical thinking in children. These strategies reflected a sociocultural approach to teaching and learning. The children's reading of picture books showed that the majority of these young children engaged in the practices of breaking the code of texts, of participating in the meanings of texts, and of using texts functionally, with a minority engaged in the practice of critically analysing and transforming texts. This study suggests that to foster critical thinking there is a need for teaching practices to focus on nurturing children to be text analysts and encouraging children to be active questioners.</p>

scholarly journals Effective Strategies for Teaching Young Children Critical Thinking Through Picture Book Reading: A Case Study in the New Zealand Context

2021 ◽  
Author(s):  
◽  
Shu Yen Law
Keyword(s):  
Critical Thinking ◽  
Young Children ◽  
Teaching Strategies ◽  
Teaching And Learning ◽  
Picture Book ◽  
Thinking Skills ◽  
Book Reading ◽  
Study Approach ◽  
Picture Book Reading

<p>Critical thinking is a life skill that empowers people to participate fully in everyday life and to make reasonable judgments and inferences on important issues. Critical thinking is not viewed as an individual, fixed entity, but is instead malleable and influenced by the social and cultural contexts of the learner. This study explored the strategies used by primary school teachers to promote young children's critical thinking, and their rationales for those strategies. It also investigated children's responses to picture book reading, including their opinions and behaviours. A qualitative case study approach was used to investigate the development of critical thinking skills during picture book reading lessons with junior primary children. Four teachers in two schools and 22 children aged five to six years participated in this study. Methods included observations of picture book reading lessons, individual interviews with teachers, paired interviews with children, and collection of documents. These methods were used to collect data about teaching strategies, and to obtain an insider's view of the teachers and children. Data were analysed within and across reading lessons using a content analysis approach, and the children's responses were analysed against the Four Resources Model (Luke & Freebody, 1999a) framework. Six teaching strategies were found to be effective in promoting critical thinking in children. These strategies reflected a sociocultural approach to teaching and learning. The children's reading of picture books showed that the majority of these young children engaged in the practices of breaking the code of texts, of participating in the meanings of texts, and of using texts functionally, with a minority engaged in the practice of critically analysing and transforming texts. This study suggests that to foster critical thinking there is a need for teaching practices to focus on nurturing children to be text analysts and encouraging children to be active questioners.</p>

scholarly journals Strategi Pendidikan dalam Menumbuhkan Kemampuan Berfikir Kritis Anak Usia Dini di Masa Covid-19

2021 ◽  
Vol 3 (1) ◽  
pp. 33-40
Author(s):  
Imam Syafi’i ◽  
Azimatul Chusnah ◽  
Nur Alvi Inayati ◽  
Linda Puspita Sari
Keyword(s):  
Early Childhood ◽  
Critical Thinking ◽  
Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Early Childhood Educator ◽  
Case Study Approach ◽  
Study Approach ◽  
At Home

This study aims to describe and understand the strategy of educators in carrying out their duties during the COVID-19 pandemic in fostering critical thinking skills in early childhood. This research method uses qualitative research with a case study approach. Data collection techniques in this study using observation, interviews, and documentation. While the data analysis used the Miles and Huberman model with the stages of data reduction, data presentation, verification, and conclusion drawing. The results of this study indicate that, first, there is a change in the strategy for implementing the duties of teachers/educators, namely as planners and assessors of children's learning outcomes. While the task as implementers in early childhood educator learning in collaboration with teachers / educators at home, namely the child's parents. Second, the strategy of teachers/educators at home to cultivate children's critical thinking skills is to invite children to understand the reasons for schooling at home, the reasons for the obligation to use masks when leaving the house and others by using discussion and exemplary methods.

scholarly journals Evaluation of the Effectiveness of Online Resources in Developing Student Critical Thinking: Review of Literature and Case Study of a Critical Thinking Online Site

2012 ◽  
Vol 9 (1) ◽  
pp. 38-55
Author(s):  
Erst Carmichael ◽  
◽  
Helen Farrell ◽  
Keyword(s):  
Critical Thinking ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Evidence Based ◽  
Review Of Literature ◽  
Approach To Learning ◽  
The University ◽  
Critical Thinker

A graduate's ability to be a critical thinker is expected by many employers; therefore development of students’ critical-thinking skills in higher education is important. There is also a perception that today’s students are technologically "savvy", and appreciate the inclusion of a technological approach to learning. However, the complexity of the concept of critical thinking and the assumptions about students’ technological skills are debatable issues that require clarification and evidence-based research in terms of teaching and learning. This paper reports on a case study of an online Blackboard site at the University of Western Sydney, where analysis of patterns of usage of the online site and qualitative analysis of student feedback provide evidence to support its effectiveness for encouraging students' critical thinking. There is potential to expand this into a more widely usable teaching and learning resource in the future, and for further research to explore the benefits for student learning.

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