scholarly journals The Relationships between Influencing Factors and Critical Thinking Skills among Undergraduates of Early Childhood Education in Public Tertiary Institutions

2018 ◽  
Vol 8 (2) ◽  
Author(s):  
Poon Thin Fook ◽  
Mazlina Che Mustafa ◽  
Wong Kung Teck
Keyword(s):  
Early Childhood ◽  
Critical Thinking ◽  
Early Childhood Education ◽  
Influencing Factors ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Tertiary Institutions ◽  
Childhood Education

The Instructional Context of Critical Thinking Development in Early Childhood Education

2019 ◽  
pp. 331-345
Author(s):  
Hannah Mills Mechler
Keyword(s):  
Early Childhood ◽  
Critical Thinking ◽  
Early Childhood Education ◽  
Learning Environments ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Theoretical Frameworks ◽  
Childhood Education ◽  
The Mind ◽  
Early Childhood Learning

This chapter will outline the roles of teachers within early childhood learning environments and how they may promote children's critical thinking skills. Further discussions about how children's cognitive development may be fostered is also addressed. Theoretical frameworks are integrated as well to further decipher and understand how children's critical thinking skills may be promoted within early childhood learning environments. In addition, several curriculum models in early childhood education that are focused on the Montessori, Reggio Emilia, Tools of the Mind, High Scope, and Waldorf approaches are presented and applied to how they may enhance children's critical thinking skills as well as their overall development.

The Instructional Context of Critical Thinking Development in Early Childhood Education

2021 ◽  
pp. 892-906
Author(s):  
Hannah Mills Mechler
Keyword(s):  
Early Childhood ◽  
Critical Thinking ◽  
Early Childhood Education ◽  
Learning Environments ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Theoretical Frameworks ◽  
Childhood Education ◽  
The Mind ◽  
Early Childhood Learning

This chapter will outline the roles of teachers within early childhood learning environments and how they may promote children's critical thinking skills. Further discussions about how children's cognitive development may be fostered is also addressed. Theoretical frameworks are integrated as well to further decipher and understand how children's critical thinking skills may be promoted within early childhood learning environments. In addition, several curriculum models in early childhood education that are focused on the Montessori, Reggio Emilia, Tools of the Mind, High Scope, and Waldorf approaches are presented and applied to how they may enhance children's critical thinking skills as well as their overall development.

scholarly journals Systems Thinking Skills of Preschool Children in Early Childhood Education Contexts from Turkey and Germany

2019 ◽  
Vol 11 (5) ◽  
pp. 1478 ◽  
Author(s):  
Şebnem Feriver ◽  
Refika Olgan ◽  
Gaye Teksöz ◽  
Matthias Barth
Keyword(s):  
Early Childhood ◽  
Preschool Children ◽  
Early Childhood Education ◽  
Systems Thinking ◽  
Case Study Research ◽  
Thinking Skills ◽  
Unintended Consequences ◽  
Childhood Education

This study presents an attempt to contribute to the field of Education for Sustainable Development (ESD) by conceptualizing systems thinking skills of four- to six-year-old preschool children with the role of age in this particular skill. For this purpose, we developed and tested a method and instruments to assess and conceptualize systems thinking skills of 52 preschool children in early childhood education contexts from Turkey and Germany. By employing qualitative case study research, we concluded that the young children showed some signs of complex understanding regarding systems thinking in terms of detecting obvious gradual changes and two-step domino and/or multiple one-way causalities, as well as describing behavior of a balancing loop. However, their capacity was found to be limited when it comes to detecting a reinforcing loop, understanding system mechanisms by acknowledging the unintended consequences, detecting hidden components and processes, demonstrating multi-dimensional perspective, solving problems through high-leverage interventions, and predicting the future behavior of the system. Age had a notable effect on the total systems thinking mean scores of the participants.

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 Strategi Pendidik Anak Usia Dini Era Covid-19 Dalam Menumbuhkan Kemampuan Critical Thinking

2020 ◽  
Vol 4 (01) ◽  
pp. 87-96
Author(s):  
Mutmainnah
Keyword(s):  
Early Childhood ◽  
Critical Thinking ◽  
Distance Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Case Study Method ◽  
Long Distance ◽  
Subject Selection ◽  
At Home

This study aims to look at educators' strategies, ideally in distance learning (online), because when the Covid-19 pandemic appears everything has changed, educators make new strategies in fostering critical thinking in early childhood during a pandemic that hits the whole world, or which is called Covid-19. This research was conducted with a qualitative approach in the form of a case study method to gain knowledge about educators' strategies in developing critical thinking skills in early childhood. Subject selection. Data collection was carried out by using an interactive model with data analysis, namely data reduction, data presentation, drawing conclusions and verification. The results showed that first, during the Covid-19 pandemic children studied at home using distance learning (online); second, there is a strategy from early childhood educators in developing critical thinking skills as long as children learn via long distance (online), that is, children are invited to continue playing while learning even at home, providing an understanding that children are required to wear masks when outside the home, children must use hands sanitizer or washing hands while playing and after playing, explaining to children why they cannot play activities outside home.

Improving Critical Thinking Skills of Early Childhood through Inquiry Learning

2021 ◽  
Vol 5 (2) ◽  
pp. 2241-2249
Author(s):  
Nita Priyanti ◽  
Jhoni Warmansyah
Keyword(s):  
Early Childhood ◽  
Critical Thinking ◽  
Action Research ◽  
21St Century ◽  
Research Method ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Problem Finding ◽  
Group B

21st-century skills that children must have, namely the ability to collaborate, create, communicate and think critically. This study aims to improve critical thinking skills in children to adapt to their time. This research was conducted in group B of the Kindergarten in Madinah Pamulang, South Tangerang with a total of 20 children. The research method uses classroom action research with 2 cycles. Collecting data by means of observation, interviews, documentation and the data obtained were analyzed using quantitative and qualitative. The results showed that the children's critical thinking skills increased by 18.4% in cycle I and cycle 2 by 45% after research and corrective action were carried out. The results of the action in the second cycle of 45% prove that the children's critical thinking skills have increased significantly. Improvement occurs through simple experimental activities with the stages of problem finding, exploration, creation, and reflection. The conclusion of this study is that critical thinking skills in early childhood can be improved through inquiry learning.

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