critical thinking skills child development

Parents' Guide

Introduction, critical thinking development: ages 5 to 9.

Critical thinking must be built from a solid foundation. Although children aged five to nine are not yet ready to take on complicated reasoning or formulate detailed arguments, parents can still help their children lay a foundation for critical thinking. 

In order to develop high-level critical thinking skills later in life, five- to nine-year-old children must first make progress along four different tracks. This includes developing basic reasoning skills and interests, building self-esteem, learning emotional management skills, and internalizing social norms that value critical thinking. The following sections will discuss the importance of these foundational aspects of critical thinking and offer parents guidance in how to support their young children’s development. 

1. Logic and Critical Thinking

Critical thinking is different from logical thinking. logical thinking is like math: it involves formal reasoning skills that can only be learned later in life. in contrast, critical thinking builds on everyday reasoning. so parents should guide their children’s critical thinking development from a very young age..

Formal logic is an important part of critical thinking, but ultimately critical thinking involves habits and skills going far beyond the domain of logic. Children are able to develop their critical faculties not from logical analysis, but everyday reasoning.

There are three main factors to keep in mind in differentiating logic from the everyday reasoning that underpins critical thinking.

First, logic is not a natural human trait. If logic were natural, we wouldn’t have to learn how to reason, and math wouldn’t be considered so difficult in school. The natural reasoning displayed by children is often founded on sensory experiences and marred by the cognitive biases discussed in the introduction. Consider this example. Someone says: “If it rains, I’ll take my umbrella with me.” And then a moment later adds: “It’s not raining.” What may we conclude? The vast majority of people — including both adults and children old enough to understand the question — will conclude that the person will not take an umbrella. In context, that is a reasonable conclusion to draw. 

Logic is not natural to humans and can only be acquired through learning.

But from a purely logical perspective, it does not follow. The fact that if it does rain, the speaker will take an umbrella implies nothing, strictly speaking, about what will happen in the case that it is not raining. Logic, the cognitive capacity for formal and reliable deduction, is not natural to humans. We can only acquire it through learning—and only at an age when the cognitive system and brain development allow for such learning (between ages 12 and 15).

Second, although logic is not natural, it can be taught with varying degrees of success, according to personality, cognitive profile, and so on. Multiple developmental psychology studies since Piaget have shown that our cognitive system can only become proficient in logical analysis later on, and with the correct training.

Third, if parents train children from ages five to nine to make more or less complex logical deductions, no deep knowledge is acquired. At a young age, the cognitive system does not yet have the capacity to discern logical invariables (i.e., the ability to reproduce a line of reasoning in a variable context). 

This is why we only explain mathematical principles to children when they are 13 to 14 years old. But again parents can encourage the basics of critical thinking at an early age by promoting social factors like self-esteem. 

Logic and Brain Development

Complex reasoning predominantly takes place in the prefrontal cortex and areas of the brain devoted to language. Language development is, of course, closely linked to explicit learning, as well as to implicit stimulation.

But reasoning requires more than just language skills. The prefrontal cortex carries out what are known as executive functions. It controls concentration, planning, decision-making, and many other functions. These allow us to break down complex tasks into a series of simpler tasks. Reasoning requires a strategy that breaks things down. The prefrontal lobe is a cerebral zone that only matures neurologically after the age of 20. 

Logic is neither natural nor easy. Its development requires a comfortable handling of language and the capacity for problem-solving in the prefrontal cortex. Where are we now? Where do we want to go? How can we get there?

Metacognition​

2. everyday reasoning, although their logical reasoning skills are undeveloped, young children can argue and express opinions. parents should encourage them. even though a child’s argument will tend to be based on emotion, the practice can help build a critical perspective and confidence..

Despite the fact that young children may not be able to grasp logical concepts, they still employ everyday forms of reasoning in both their use of language and in problem-solving and decision-making. It is from out of these capacities that critical thinking can begin to develop at this age.

As is readily apparent, communication via language is not logical. Natural language does not conform to a formal logical structure. It is contextual, whether we are talking about comprehension or expression. If someone says: “If I had a knife, I would cut my steak,” most people would understand that having a knife makes it possible to cut the steak. However, in formal logic, the sentence means that if I had a knife, I would be obliged to cut the steak. Logical language is systematic and obligatory. But a child learns to speak and to understand in a pragmatic and contextual, not logical, fashion.

Certain communication problems result from an overly rigid logical rigor, as in the case of people with Asperger’s syndrome, a type of high-functioning autism. Paradoxically, human communication only works because it is not a purely logical linguistic system. This is one of the reasons why automated translation between languages has been a thorn in the side of artificial intelligence experts since the 1970s.

Logical Proof and Factual Proof

Most real-life problems that we have been grappling with since infancy cannot be formally resolved by logical deduction .

Decision-making is based on a complex mix of different elements:

the cognitive processing of a situation and/or argument

intervention, conscious or unconscious, from our memory of similar past experiences, our preferences, and our personality in the broad sense

our emotions

This is how a child can choose between two toys or how an adult chooses between buying and renting an apartment. People with ultra-logical cognitive tendencies won’t have enough factors for their reasoning to work with, and may be incapable of making a decision—and therefore, incapable of taking action. Neurological studies, since those undertaken by Antonio Damasio in the 1990s, have shown us that decision-making processes and emotional processes are intimately linked , from both neurophysiological and behavioral perspectives.

Pure logic, besides often producing unfortunate results in the real world, can be a hindrance in a highly complicated universe where decisions require managing multiple factors. This is the main reason why artificial intelligence is only now starting to see results, despite the fact that information technology has been in use since the 1940s.

Computer engineers have needed to overcome their grounding in logical, mathematical, and hypothetical deduction, and to incorporate developments in cognitive science and neurology. Algorithms now operate more like children. That is to say, they make random decisions, analyze and memorize the outcomes in order to progress, and then correct themselves by discerning both the invariables and the contextual variables. This is called deep learning. 

Children cannot rely too heavily on logic, but they are still able to express opinions based on their experiences, intuitions, and emotions.

This is also how children between five and nine years old operate. They solve many problems and make many choices, without being able to demonstrate (in the purest sense of the word) why their conclusions and choices were correct.

Between the ages of five and nine, therefore, children cannot rely too heavily on logic. However, they are still able to to express opinions based on their experiences, intuitions, and emotions. To do this, they need to practice, have good self-esteem, and feel esteemed by others in order to believe they have the right, the desire, and the energy to put their critical thinking to use. In other words, they need to exist as a thinking and acting subject whose capacities are recognized by others.

At this age, children are able to argue based on things they have experienced and knowledge they have acquired at school or at home, from books, television, or the internet, or by talking with their friends. They are also able to argue with their “heart.” They assume that their emotions are arguments themselves. 

For example, a child might consider that we shouldn’t eat meat because innocent animals shouldn’t have to die. The child’s empathy is the crux of their argument and the strength of their insistence will often be proportional to that of their emotions.

Case in Point

We show children from this age group a drawing of a rectangular flask tipped at an angle, and we ask them: “If I fill this flask roughly halfway, could you draw the water line on the flask?” 

What would be the result? Most children will draw a line perpendicular to the flask’s longitudinal axis. Yet, since this axis does not run vertically but is at an angle, the line the child draws is not horizontal relative to the ground, as it should be. 

Children err here because their minds are referentially anchored to the flask, just as astronomers for many millennia fixated on the idea of the earth, and later the sun, as a reference point—before realizing that the universe does not have an absolute reference point.

Even if we explain the error to children—and they say they understand—many will, shortly afterwards, make the same mistake again. Their cognitive system is not mature enough to incorporate the logic behind reference and relativity. The example shows how logical thinking is not natural. It requires a learned ability to step back and remove oneself from immediate engagement with a particular situation. 

3. Preparing Kids to Think Critically

Parents or guardians can foster critical thinking skills in children from an early age. First, it’s important to understand the basics of how children learn to think and how a child’s mind differs from that of an adult. Critical thinking in their early years prepares children for life’s challenges and allows them to live a productive life.

How to teach critical thinking to your child

Here are four ways you can support your child’s early cognitive development and put them on the path to becoming critical thinkers. Teaching critical thinking may seem daunting, but having a primer on the particular needs of a child can help you better approach this important task.

1. Encourage children not to see everything as centered only on them by involving them in discussions on an array of topics, including current affairs.

Contrary to popular belief, from the age of five—and sometimes even earlier—children like to be involved in discussions, provided they are not drowned in technical vocabulary or formal logic . They also need to feel that adults are interested in what they are saying and that they are being listened to. Adults need to learn to step away from the role of educator and engage children at their level.

It is highly important for the development of critical faculties that children see their thoughts on the world are accepted. By taking those thoughts seriously, we are taking our children seriously and accepting them.

For example, ask five-year-old children whether Santa Claus exists and how they know. Listen to their arguments: they saw Santa at the mall; they know their Christmas presents must come from somewhere. Contradicting them or breaking down their worldview would be a grave mistake. It would fly in the face of our knowledge about cognitive development, and it would disregard their emotional need for this belief. Paradoxically, we need to let children formulate their own ideas and worldviews, namely through dreaming and imagination. In this way, they will grow happy and confident enough, in time and at their own pace, to move on to more mature ideas.

2. Value the content of what children say.

With encouragement, children will want to express their thoughts increasingly often, quite simply because they find it pleasurable. A certain structure in our brains, the amygdala, memorizes emotions linked to situations we experience. We are predisposed to pursue experiences and situations which induce pleasure, be it sensory or psychological. If a child puts energy into reflection in order to convince us that aliens exist, and we then dismantle their arguments and dreams, we will be inhibiting their desire to participate in this type of discussion again.

For children aged five to nine, the pleasure of thinking something through, of expressing and discussing their thoughts, of feeling language to be a source of joy, are all of far greater importance than argumentative rigor or logical reasoning .

Children debate and give their opinions. This stimulates their brain, which creates a whole host of connections, which, in turn, improve their abilities and their cognitive and emotional performance. The pleasure of discussion, of having someone listen to your ideas, releases a “flood” of neurotransmitters that promote cerebral development. An atmosphere of kindness and benevolence in which the child feels heard produces neural connections and develops various kinds of intelligence. As the child learns through debate, putting effort into reflective thought and into verbal and bodily expression, the brain evolves and invests in the future. This results from cognitive stimulation paired with  joie de vivre  that comes from being heard by others and receiving their undivided attention.

Parents should not hold back from bringing children into discussions and debates.

3. gradually, the ability to argue with pertinence, on both familiar topics of reflection or debate and new ones, will increase..

Numerous recent studies show that doing well in school results more so from pleasure and the development of self-esteem than heavy exposure to graded exercises, which can create anxiety and belittle children. Children are vulnerable and quickly internalize the labels others place on them.

In short, parents should not hold back from bringing children into discussions and debates, keeping to the principles outlined above. Also, be sure to respond to their desire to start discussions within their frame of reference and be sure to take them seriously.

4. Gradually, with time, pleasure, learning, and cognitive and emotional development, it will be possible to encourage children to argue without pressuring them through open-ended questions.

From the age of eight, children can start learning about  metacognition and the adoption of alternative points of view. They should also be trained at this time to understand the difference between an opinion, an argument, and a piece of evidence.

An opinion is the expression of an idea that is not, in and of itself, true or false. Children are empowered to express their opinions early on by all the preliminary work on building up self-esteem. “I think they should close down all the schools, so we can be on holiday all the time” is an opinion. A child of five can easily express such an opinion.

An argument is an attempt to convince others by offering information and reasoning. A child of eight might argue: “If we close down all the schools, we can get up later. Then we’ll have more energy to learn things better at home.”

Evidence are the facts we use to try to prove a point in an argument. Evidence can be highly powerful but it rarely amounts to conclusive proof. When an unambiguous proof is presented, alternative opinions evaporate, provided that one can cognitively and emotionally assimilate the perspective of the person presenting the proof. Something can be proven in two ways. On the one hand, it can be proven through formal reasoning—attainable from the age of nine upwards in real-life situations and, later on, in l more abstract situations. On the other hand, it can be established through factual demonstration. If a child claims that “you can scare away a mean dog by running after it,” proof can be given through demonstration. This leaves no need for argument.

From ages eight to nine, children can come to differentiate and prioritize opinion, argument, and evidence in what they say and hear, provided that their own flawed arguments at age five to six were met with respect and tolerance. This is vital for developing children’s self-esteem and respect for others. It enables them to take pleasure in argument and increases their desire to express themselves more persuasively.

Critical thinking exercises for kids

Hunting—for or against? For a debate like this one, with considerable social implications, focus on these concepts:

1. Teach children to distinguish between:

An opinion : I am against hunting…

An argument : … because it entails animal suffering and human deaths.

 Hunting significantly increases the production of stress hormones (such as hydrocortisone) in hunted animals.

There are around thousands of hunting accidents each year.

2. Teach children to adopt a counter-argument for practice:

An opinion : I am in favor of hunting…

An argument : … because it allows us to control the size of animal populations.

Evidence : Wild boar populations are high and cause a great deal of damage to farmland.

New Perspectives and Overcoming Biases

4. the importance of self-esteem, children need self-esteem to think themselves worthy of expressing their opinions. parents can strengthen their children’s self-esteem by encouraging them to try new things, stimulating their curiosity, and showing pride in their accomplishments., understanding the importance of self-esteem, the foundation of critical thinking.

Before children can learn to analyze and criticize complicated material or controversial opinions, they need to have a strong sense of themselves. Their capacity to question external sources of information depends on feelings of self-worth and security.

The terms “self-confidence” and “self-esteem” are often used interchangeably. There is, however, a difference between the two, even if they are related. Before we can have high self-esteem, we must first have self-confidence. The feeling of confidence is a result of a belief in our ability to succeed. 

Self-esteem rests on our conscious self-worth, despite our foibles and failures. It’s knowing how to recognize our strengths and our limitations and, therefore, having a realistic outlook on ourselves.

Self-esteem requires an ability to recognize our strengths and weaknesses, and to accept them as they are.

For example, children can have high self-esteem even if they know that they struggle with math. Self-esteem can also vary depending on context. Children in school can have high social self-esteem, but a lower academic self-esteem.

Self-esteem requires an ability to recognize our strengths and weaknesses, and to accept them as they are. Children must learn to understand that they have value, even if they can’t do everything perfectly.

Self-esteem starts developing in childhood. Very young children adopt a style of behavior that reflects their self-image. From the age of five, healthy self-esteem is particularly important when it comes to dealing with the numerous challenges they face. Children must, among other things, gradually become more independent, and learn how to read, write, and do mental arithmetic. This period is key, and children need self-confidence as well. More than anywhere else, it is in the family home that children develop the foundations for self-esteem.

Children with high self-esteem:

have an accurate conception of who they are and neither over- nor underestimate their abilities;

make choices;

express their needs, feelings, ideas, and preferences;

are optimistic about the future;

dare to take risks and accept mistakes;

keep up their motivation to learn and to progress;

maintain healthy relationships with others;

trust their own thoughts and trust others.

As parents, developing our own self-esteem enhances the development of our children’s self-esteem, as their identity is closely entwined with our own. Our children learn a great deal by imitating us. Modeling self-esteem can therefore be a great help to them. Here are some examples of what we can do:

Be openly proud of our accomplishments, even those which seem minor to us.

Engage in activities just for fun (and not for competitive reasons).

Don’t pay too much heed to other people’s opinions about us.

Don’t belittle ourselves: if we’ve made an error or if we aren’t so good at a certain task, explain to children that we are going to start again and learn to do it better.

At mealtimes, prompt everyone around the table to say something they did well that day.

On a big sheet of paper, write down the names of family members; then, write down next to everyone’s name some of their strengths.

5. Promoting Self-Esteem

To promote healthy self-esteem in children, parents must strike a balance between discipline and encouragement., the most important thing of all in the development of young children’s self-esteem is our unconditional love for them..

Children must feel and understand that our love will never be dependent on their actions, their successes, or their failures. It is this state of mind that allows them to embrace the unknown and to continue to progress despite the inevitable failures that come along with learning new skills.

Developing Self-Esteem

But be careful not to let unconditional love prevent the imposition of authority or limits. Instead of developing their self-esteem, the absence of limits promotes the feeling in children that they can do no wrong and renders them incapable of dealing with frustration. It is necessary to establish limits and to be firm (without being judgmental). The desired result is only reached if effort and respect are taken seriously.

Self-esteem means loving ourselves for who we are, for our strengths and our weaknesses, and it is based on having been loved this way since birth.

Advice: How to promote the development of a child’s self-esteem

As parents, we have a big influence on our children, particularly when they are young. Here are some ways to help build up children’s self-esteem:

Praise children’s efforts and successes. Note that effort is always more important than results. 

Don’t hesitate to reiterate to children that error and failure are not the same thing. Show them that you’re proud of them, even when they make mistakes. Reflect with them on how to do better next time.

Let children complete household chores; give them a few responsibilities they can handle. They will feel useful and proud.

Show children that we love them for who they are, unconditionally, and not for what they do or how they look.

Let children express their emotions and inner thoughts.

Assist children in finding out who they are. Help them to recognize what they like and where their strengths lie.

Encourage them to make decisions. For example, let them choose their own outfits.

Invite them to address common challenges (according to their abilities and age).

Pitfalls to avoid

Avoid being overprotective. Not only does this prevent children from learning, it also sends them a negative message: that they are incapable and unworthy of trust.

Don’t criticize them incessantly. If we’re always making negative comments about our children, and if we show ourselves to be unsatisfied with their work or behavior even when they’re doing their best, they will get disheartened. 

If children don’t act appropriately, stress that it is their behavior, rather than their personality, that must change. For example, it is better to explain that an action they may have done is mean, rather than that they are themselves mean.

Always be respectful towards children. Never belittle them. What we say to our children has a great impact on their self-image. 

Show them we’re interested in what they’re doing. Don’t ignore them. We are still at the center of their universe. 

Don’t compare them to their siblings or to other children their age. (“Your four-year-old sister can do it!”) Highlight how they are progressing without comparing them to anyone else.

Risk-Taking

6. the role of emotions, emotions are an important part of children’s cognitive development, but if emotions become overwhelming they can be counterproductive. parents should help their children learn how to express their feelings calmly and prevent emotions from becoming a distraction., understanding the role of emotions  in the development of critical thinking.

Young children may develop skills in language and argument, and benefit from a level of self-esteem allowing them to stand their ground and explore the unknown. Nonetheless, the development of their critical faculties will still be limited if they haven’t learned how to manage their emotions.

Emotions appear in a part of the brain called the limbic system , which is very old in terms of human evolution. This system develops automatically at a very early stage. But very quickly, children experience the need to rein in the spontaneous and unrestricted expression of their emotions. These emotions are, of course, closely connected to basic relations to others (and initially most often to one’s parents) and to cultural norms. 

The prefrontal lobe contains the greatest number of neural networks that simultaneously regulate the scope of conscious emotions and their expression in verbal and non-verbal language, as well as in behavior. From the age of five or six, children start their first year of primary school, where they are forced to sit for hours on end each day. They must also listen to a curriculum designed more around societal needs and expectations, rather than around the desires and emotions of children. Frontal lobe development enables the inhibition of urges and the management of emotions , two prerequisites for intellectual learning and for feelings of belonging in family and society.

The ability to manage emotions has a two-fold constructive impact on the development of children’s critical faculties. First, it enables children to override their emotions, so they may focus their attention and concentrate. This is essential for both cognitive development in general and their argumentative, logical, and critical skills.

Management of emotions also allows us to feel settled and to convince and influence others when we speak. Paradoxically, children learn that, by managing their emotions (which is initially experienced as repression), they can have an impact on their peers, make themselves understood, and even be emulated. The pleasure they derive from this reinforces the balance between spontaneity and control, and both pleasure in self-expression and respect for others will increase. Self-esteem will therefore progress, also allowing the child to assert his or her will. 

Development of the critical faculties will benefit from a heightened level of self-esteem. But it’s important to remember that this is a balancing act.

If family or social pressures excessively inhibit emotional expression, feelings of uniqueness and self-worth are compromised. In this case, even with otherwise normal (and even excellent) cognitive development, children’s critical faculties can be impeded. A child won’t truly become an individual and the development of his or her critical faculties will therefore be stunted. Such a child is like a mere cell, rather than a whole organ. This lack of individuality is found in the social conventions and education systems established by totalitarian regimes. Highly intelligent, cultured, logical people can, under such regimes, remain devoid of critical thinking skills.

Emotion is the psychological motor of cognition. But in high and uncontrolled doses, emotion can override cognition.

Conversely, if children’s emotions and expressions of emotion are badly managed or not curtailed at all, they will come to see themselves as almost omnipotent. The consequent behavior will be mistaken for high self-esteem . In reality, cognitive and intellectual development will be dampened due to a lower attention span caused by poor emotional management. Logical and argumentative skills will be less developed and what may appear to be “critical” thinking will, in fact, be nothing more than a systematic, unthinking opposition to everything. 

Critical thinking without cognitive and intellectual development does not truly exist. Real, constructive critical thinking requires listening, attention, concentration, and the organization of one’s thoughts. The development of these faculties itself requires good emotional management, which must intensify from around the age of five or six, in order to strengthen learning skills and social life. Above all, parents should not try to snuff out a child’s emotions. Emotions are what give children vital energy, the desire to learn, and the strength to exercise self-control. Emotion is the psychological motor of cognition. But in high and uncontrolled doses, emotion can override cognition.

7. Managing Emotions

Parents should not ignore or simply silence their children when they act out or are overcome with emotion. they should work with them on strategies for coping and discuss how they can more calmly and productively express their emotions., how to help our children to control their emotions.

Our emotions are a part of who we are: we have to learn to manage and accept them. In order to help children manage their emotions, we must set limits (for example, by forbidding them to waste food or lie). However, setting limits on their behavior does not mean setting limits on their feelings.

We cannot stop children from getting angry even if they are forbidden from acting on that anger rather we can coach children in controlling their reactions. Sending them to their rooms to calm down will not prevent them from being upset and frustrated. On the contrary, by conveying to them the idea that they must face their emotions alone, we encourage them to repress their feelings. When children repress their emotions, they can no longer manage them consciously, which means they are liable to resurface at any moment.

An angry child is not a bad person, but a hurt person. When children lose control over their emotions, it is because they are overwhelmed.

These outbursts, when our children seem to have totally lost control of themselves, can frighten us as parents. Indeed, if children habitually repress their emotions, they become unable to express them verbally and rage takes over.

Failing to acknowledge children’s emotions can prevent them from learning to exercise self-control.

Advice: How do children learn to manage their emotions?

Children learn from us. When we yell, they learn to yell. When we speak respectfully, they learn to speak respectfully. Likewise, every time we manage to control our emotions in front of our children, they learn how to regulate their own emotions.

To help children manage their emotions, we should explicitly explain how to do so and discuss it with them.

Even older children need to feel a connection with their parents to manage their emotions. When we notice our children having difficulties controlling their emotions, it is important to reconnect with them. When children feel cared for and important, they become more cooperative and their feelings of joy cancel out bad behavioral traits.

The best way to help children become autonomous is to trust them and to entrust them with tasks and little challenges.

An angry child is not a bad person, but a hurt person. When children lose control over their emotions, it is because they are overwhelmed. Controlling their emotions is beyond their capacities at that particular moment in time and emotional control is something that they’ll build gradually as they mature.

If we continue treating them with compassion, our children will feel safe enough to express their emotions. If we help them to cry and let out their emotions, these feelings of being overwhelmed will go away, along with their anger and aggression.

Is it important to teach children specific language for expressing emotions?

Of course it is! But don’t try to force children to voice their emotions. Instead, focus on accepting their emotions. This will teach them that:

There is nothing wrong with emotions—they enrich human life.

Even if we can’t control everything in life, we can still choose how we react and respond. 

When we are comfortable with our emotions, we feel them deeply, and then they pass. This gives us the sensation of letting go and of releasing tension.

If we actively teach these lessons—and continue to work on resolving our own emotions—we will be happy to find that our children will learn to manage their feelings. It will eventually become second nature to them.

Emotional Management

8. critical thinking and social life, critical thinking is a positive social norm, but it requires the support of background knowledge and genuine reasoning skills. without them, critical thinking can become an illusion..

Parents should balance their encouragement of children’s argumentative skills and self-expression with an emphasis on intellectual rigor.

Taking account of social norms and peer groups

No child grows up in a vacuum. As they develop, children internalize many of the norms and ways of thinking that are dominant in their families, social lives, schools, and society more broadly. Parents should be aware of the positive and negative influences these different spheres can have on their children. They should know what they can do to expose their children to norms that will foster healthy and independent thinking.

It seems that the right, even the responsibility, to think for oneself and to exercise one’s critical faculties has become increasingly tied to notions of dignity and individuality. More and more we see factors that have historically determined who has the “right” to be critical—age, origin, gender, level of general knowledge, or other implicit hierarchies—fade in importance. 

Thus, it is becoming more and more common for students (with disconcerting self-assurance) to correct their teachers on aspects of history or other issues that are matters of fact. This raises some important questions, notably regarding the role of the educator, the goals of education, and the relationships between generations. 

Our society encourages critical thinking from a very early age. We have insisted on the fact that, for young children, although intellectual rigor is difficult to attain, it is crucial to develop self-esteem and self-affirmation. But we have also seen that from around the age of eight, it is necessary to move towards teaching them basic reasoning skills.

The risk of making the “right to critical thinking” a social norm from a young age is that we lower intellectual standards. If the encouragement of children to think critically is not paired with intellectual progress in other areas, critical thinking is rendered a mere simulation of free thought and expression. This is as true for children as it is for teenagers or adults.

The entire population may feel truly free and have high self-esteem. However, if the intellectual rigor that comes with arguing, debating, and reasoning, is missing from children’s intellectual and social education, the people will be easily manipulated. Giving our children the freedom to exercise their critical faculties must be paired with the demand for intellectual rigor and linguistic mastery, without which “critical thinking” would offer the mere illusion of liberty.

Striking a balance:

For parents today, it is a matter of striking a balance between fostering critical thought from an early age, in spite of gaps in knowledge and logic, and developing our children’s cognitive faculties and knowledge base. Without these faculties of listening, attention, comprehension, expression, argument, and deduction, critical thinking is an illusion, a pseudo-democratic farce. This  can lead to a society plagued by ignorance and vulnerable to barbarism.

On the other hand, we cannot simply slip back into old social conventions whereby children were told to simply keep quiet and learn their lessons passively. The only thing this approach ensures is that the child won’t become a troublemaker.

What is needed is an approach that harmonize advances in philosophy and psychology, which consider children as fully fledged individuals, on the one hand, with an understanding of the intellectual immaturity of this child, on the other.

Disagreeing in a civilized manner, in the end, allows us to agree on what matters most.

With the help of an affectionate, attentive, but also sometimes restrictive and guiding parent—who is at once intellectually stimulating, indulgent, and patient with the child’s needs—early development of self-affirmation and critical thinking becomes compatible with growing intellectual aptitude.

This intellectual aptitude is crucial to a healthy social life as well. People lacking this intellectual maturity cannot even disagree with each other productively; they lack the ability to discuss subjects worthy of critical interest, as well as the social and cognitive skills of listening, argument, and logical deduction. Disagreeing in a civilized manner, in the end, allows us to agree on what matters most.

Consider this discussion between two eight year olds.

 – “I saw a show on TV yesterday that proved that aliens really exist. Tons of people have seen them, and they’ve found marks left by flying saucers in the desert!”

– “But there’s no real evidence. Those clues and eyewitness accounts weren’t very specific. Different witnesses described the aliens in very different ways—some said they were little green men, while others said they were big with glowing eyes. And the marks from UFOs could have been formed by strong winds.”

– “Oh, so you think you’re smarter than the scientists on TV, is that it?”

One child declares that a TV show they saw proves the existence of aliens. He or she takes it for granted that what we see on TV is true. The second is educated into a norm that calls claims into question and demands evidence. The first child doesn’t understand the second, because, to him or her, seeing it on TV is proof enough. From this point onward, the discussion can only go in circles. In this case, different social or family norms are incompatible.

Independent Thinking

Case study 1, metacognition.

Already at a young age children can begin to gain perspective on how they reason.  One good way to help them foster this metacognition is by pointing out the variety of different methods available for solving a particular problem. By, for example, seeing the multiple different methods available for solving a math problem, children can begin to think about their own thought processes and evaluate various cognitive strategies. This will gradually open up the world of reasoning to them. They will begin to pay more attention to how they solve problems or complete tasks involving reasoning, instead of focusing only on answering correctly or completing the task. 

How do children calculate 6 x 3, for example? 

There are several ways:

They could add 6 + 6 + 6;

They could recall that 6 x 2 = 12, then add six more to get 18;

They could simply memorize and recall the answer: 18;

They could draw a grid of 6 by 3 units and then count how many boxes are in the grid.

Or they could use one of various other techniques…

Our culture values accurate and precise results but tends to pay little attention to the route taken to arrive at those results. Yet, if children are aware of their train of thought, they will be in a better position to master the technique—to perfect it to the point where they may even decide to switch to another technique if they need to increase their speed, for example. That is why it is important to help children understand the method they are using to the point that they can explain it themselves.

In helping their children with schoolwork or other projects involving reasoning, parents should ask them to explain themselves, make explicit the steps they’re taking to solve a particular problem, and discuss the advantages and disadvantages of their method and alternative methods. The result will be a much deeper understanding not only of the particular task at hand, but also of the practice of reasoning itself.

Case Study 2

Logical proof and factual proof​​.

At this stage, we can begin to introduce rudimentary logical concepts and distinctions. In everyday conversation, children have already begun using what we might call “natural logic.” They may, for example, get in arguments, like the one below, in which they draw conclusions based on premises. When children present these types of arguments, parents can intervene to teach basic logical concepts and ask children how a given conclusion might be proven or disproven. 

One distinction appropriate to teach at this age is that between logical proof (proof that draws logical conclusions from certain premises) and factual proof (proof that uses actual facts to prove or disprove a given statement). The following anecdote provides the opportunity for such a lesson.

William and Eve, two children walking their dog in the park, are having a conversation about Labradors:

— “There are two kinds of Labradors—black and golden,” declares William.

— “That’s not true; there are also chocolate Labradors,” replies Eve. “My friend Adam has one.”

— “Well, his dog must not be a Labrador then,” William says.

How might we interpret this conversation?

In terms of logical proof, if Labradors are either black or golden, Adam’s chocolate “Labrador” cannot be a Labrador. That is a logically formulated proof. The reasoning is valid. It is the basic premise, William’s initial declaration that there are only two kinds of Labradors, that is false. It is, therefore, possible for William to draw a false conclusion even though his logic is technically correct.

In terms of factual proof, if we can prove that the chocolate-colored dog has two Labrador parents, we can factually prove that William’s premise is wrong: there are at least three types of Labrador.

There are many opportunities like this one to begin to make explicit the logical steps involved in everyday conversations with your children and to show them that they are already using logic, even if they may not know it. This serves to get them thinking about their own thinking, and it makes the topics of logic and reasoning less intimidating.

Case Study 3

What is bias.

A bias is a simply a preconceived and unreasoned opinion. Often biases are formed due to upbringing, larger societal biases, or particular subjective experiences. They exist in many forms and can persist into adulthood unless a child builds a firm foundation in critical thinking and reasoning.

How to overcome bias

The following anecdotes demonstrate how parents can use everyday events to help their children better understand and relate to perspectives outside their own. In order to think critically, children must be able to imaginatively and empathetically put themselves outside their own experiences and perspectives. Children thereby begin to come to terms with the limitations their own upbringings and backgrounds necessarily impose on them. 

This is a vital part of metacognition since it allows children to see themselves, their attitudes, and their views as if from the outside. They become better at overcoming biases, prejudices, and errors in thinking. This process also enables them to entertain the perspectives of others and thereby engage in argument and debate in the future with more charity and nuance. Finally, it encourages them to seek out new experiences and perspectives and to develop intellectual curiosity.

In this first anecdote, a child learns to broaden her horizons through an interaction with another child whose experience is different from her own. In the second, a child learns that his attitude toward particular objects can depend strongly on the context in which they are experienced. 

Overcoming Bias Example 1: Fear of Dogs

Jane is eight years old and lives in a small village. Her parents own several animals, including two Labradors. 

Jane’s cousin Max is nine and a half and lives in central Paris.

Max is always happy to visit Jane, and they play together outside, dreaming up adventures and climbing trees. But he is terribly afraid of Jane’s big dogs; whenever they come near him, he screams at the top of his lungs and runs indoors to hide. Jane finds this funny, calling her cousin a “fraidy cat” and devising ploys to lure Max close to the dogs.

Jane does not realize that, unlike her, Max is not used to having animals in his daily environment. She interprets his attitude exclusively from the viewpoint of her own experience.

What would you do if you were Jane’s parents?

At the dinner table, Jane’s mom asks her to stop teasing Max and explains that he is not used to animals because he lives in different circumstances than she does.

She asks Max to tell them what it is like living in the city. Max talks about his daily life and, notably, how he takes the metro by himself to school in the mornings, two stations from home.

The blood drains from Jane’s face: “You take the metro all by yourself? I could never do that, I’d be much too scared of getting lost.”

Her mom says to her: “You see, Jane, you fell into a trap—thinking that your cousin was just like you. We are all different. You need to remind yourself of that in the future because it’s easy for you to forget!”

This focused discussion has given Jane the opportunity to overcome her own egocentrism by realizing that she and Max inhabit different worlds. She, therefore, realizes that even though Max is scared of dogs (whereas she is not), he is capable of things that intimidate her, like taking the metro alone. This allows her to re-examine her way of reasoning through a “meta” example of her own ideas about the world, eventually leading her to change her attitude toward her cousin.

As parents, we should look for and take advantage of opportunities to open up our children to new perspectives, especially with respect to unexamined biases they may have against peers or outsiders. They will gradually learn to identify and guard against the tendency we all have to generalize recklessly from our own limited experience. Moreover, they will develop the capacity to see things from other perspectives and interests outside their own narrow sphere.

Overcoming Bias Example 2: Fear of Nettles

Josh has recently been on a field trip with his class. Before a hike, the teacher warns the students to steer clear of the nettle plants in the area  These “stinging nettles” can cause a nasty itching and burning rash. 

A few days later, at dinner, Josh finds that his parents have prepared a nettle soup . Boiling water makes the nettles safe to touch and eat.  But he refuses to eat it, since his experience tells them to keep nettles as far away from his body as possible— especially his mouth.

Josh vehemently refuses to try the soup at first and insists on having a frozen pizza instead. But his parents are firm with him and show him that the soup poses no danger by eating it themselves. Finally, Josh relents and tries the soup. He finds that it causes him no harm, and, much to his surprise, he actually enjoys it.

Children who do not know that nettles are safe to eat formulate their prejudice against the soup based solely on their experience, which is limited to the nettle’s irritant qualities. These kinds of learning experiences can be good moments for parents to point out to their children how they may falsely generalize their own limited experiences and how those experiences can produce unwarranted biases. These prejudices may stop them from trying out new things that may very well enrich their lives. 

Case Study 4

Developing self esteem.

Climbing Esther and Ali, both five years old, are at a playground, looking at a climbing wall designed for five to 10 year olds.

Esther goes over to the wall, looks at it, and touches the climbing holds. She starts climbing, pulling herself up with her arms and putting her feet on the lower holds to relieve her arms.

When she is about six feet up the wall, Esther stops.

“Go on, Esther — you’re almost there! Come on, just one more push. You can do it!” calls out her father from the bench he is sitting on.

Esther looks at the top of the wall. She wants to make it all the way up, but her hands hurt from clutching the climbing holds. She lets go and lands on the soft covering of the playground.

“Oh—you almost made it,” her father calls out.

Ali’s father goes over to his son: “Do you want to try? Grab onto these with your hands, and then put your feet on the ones at the bottom. Then you move your hands up more, and then your feet—hands and feet… Go slowly; it’ll be tricky to start with. Check where the holds are before you start climbing.”

Ali goes to the foot of the wall and grabs the holds to see what they feel like. He starts climbing, following his father’s advice.

Ali climbs slowly. He is about halfway up the wall, far below where Esther reached. He asks to get down, and his father takes him in his arms and puts him on the ground.

 “Great job, son! That was really good for a first try! I’m proud of you. That wall isn’t easy—it’s for children up to 10.”

In these two examples of the same situation, what is the impact of each parent’s behavior on the child’s self-esteem? What will each child remember from their first try at climbing?

Esther will probably be left with a sense of failure, thinking that she disappointed her father because she didn’t reach the top of the wall on her first try. She may not be willing to try again in the future, and she may hesitate to take on other new challenges. Even though he didn’t reach as high as Esther, Ali’s first climbing experience will likely be gratifying to him. His efforts have been recognized and encouraged by his father. He may be motivated now to make new efforts in the future, both in climbing and in other challenging new activities.

Case Study 5

Risk taking.

An important part of supporting the development of critical thinking skills at this age is encouraging children to take risks. Parents should beware of being hypercritical when their children make mistakes. They should also be proactive in exposing their children to new and potentially challenging situations. Finally, they should encourage their children to put themselves at risk in these situations, especially when it comes to putting forward arguments or answering questions. When they are (inevitably) wrong, children should be encouraged and supported rather than criticized. Being wrong should not become a source of shame for the child, but an opportunity to learn and grow. Consider the following anecdote.

Eight-year-old classmates Laura and Adam sit next to each other in a theater. Some 60 children, including Laura and Adam’s class, are on a field trip to see a historical reenactment. 

Before the curtain rises, the activity leader presenting the show asks the children: ″Who can tell me the name of the Roman emperor who conquered Gaul?”

Adam, who happens to be an avid reader of a cartoon about history, knows the answer immediately (Julius Caesar) and wants desperately to say it—but is afraid of making a mistake in front of everyone and, as a result, remains silent.

Laura hesitates. Several names spring to mind as she thinks back to what she learned in history class: Nero, Caligula, etc. Finally, a few seconds later, no longer able to restrain herself, she blurts out, “Julius Caesar!”

The activity leader congratulates her and then gets the show started.

In this situation, we see two different attitudes toward the risk of being wrong:

Adam would rather keep quiet than risk giving a wrong answer. We can deduce from this that Adam associates mistakes with something negative that could earn him disapproval or lead to him being mocked—even punished. He has thus pressured himself into thinking that only perfection is acceptable and has therefore reduced his ability to try things out.

Laura, on the other hand, would rather risk being wrong than remain silent. We can deduce from this that she does not feel shame about making mistakes; in any case, her desire to try and the excitement of taking risks outweigh the drawbacks of being wrong.

We learn through trial and erro r , which is necessary for the development of the ability to reason. Risk-taking and trial and error are vital.

Children’s environments, and notably their parents’ attitudes regarding mistakes, are determining factors in how they approach risk-taking and in whether they allow themselves to make mistakes.

Case Study 6

In addition to acquiring perspective on their own experiences and their own reasoning, children should, at this age,  begin to acquire perspective on their own emotions and to learn strategies for managing their emotions.  Without these management skills, children will be continually overwhelmed by their emotions and allow them to compromise their reasoning. The anecdote below can be used as a model to help parents guide their children in learning to express and manage their emotions, and to think clearly in spite of strong emotional reactions.

Seven-year-old Eddie is on vacation by the sea with his parents, who suggest that they all go out and take a boat to a nearby island for a few hours. They can visit the lighthouse there.

Eddie, who is busy playing with his figurines, refuses to get ready for the trip as his parents have asked.

“I haven’t finished playing! I want to stay here,” he exclaims.

“You can play with your figurines at home whenever you want, Eddy, but this boat trip is special. It’s something we can only do on vacation,” argues his mother. “Come on now, hurry up and put your shoes on, and then go and get your bag. Take a jacket as well, please—it can be cold out at sea.”

Eddie’s parents are all ready, and he still has not budged. He carries on playing with his back to them.

“That’s enough now, Eddy. Get up and get ready so we can leave,” orders his father, raising his voice slightly.

Without looking at them, Eddy bursts into tears.

“I don’t want to go on a boat! I’m scared of falling in the ocean! And what if the boat sinks? There are sharks out there! Plus I get scared of swimming if I can’t touch the bottom—if the water is too deep for me,” he says with a quavering voice.

“Oh, Eddy, why didn’t you say so before? I didn’t realize you were worried about the boat. I didn’t even think of that. But you know what? It’s normal to be scared the first time. And the ocean is daunting, that’s for sure. Listen, I’ll tell you what: let’s look at the shipping forecast together. I checked it earlier and it’s going to be a really nice day, with a very calm sea. As for swimming offshore, that’s out of the question! We’ll go swimming at our usual beach when we get back later this afternoon. And we’ll all be wearing life jackets on the boat, so there’s no way you can drown! Are you less worried now?”

“Yes… But I don’t want you to think I’m a wimp…”

“Being scared is nothing to be ashamed of! It’s a normal feeling which helps to protect us from danger. You should always say if you’re scared. I can’t always guess how you’re feeling—you’ve got to tell me!”

In this scenario, after a bit of hesitation, Eddie was able to express his fears. His parents accepted this emotion and drew on it to reassure him with clear, objective facts, helping him to understand the unfamiliar circumstances. This way he could feel completely safe on the boat.

If Eddie had not expressed his fears—because he was afraid of his parents being judgmental, angry, or perhaps even making fun of him—the situation could have taken one of the following turns:

Eddie could have categorically refused to go on the trip, and his parents would either have had to force him to come, or drop the plan entirely.

Eddie could have obeyed them without saying anything, but the trip would have been ruined by his anxiety.

Although dealing with and expressing emotions may seem far afield from critical thinking, it is a vital precondition of critical and independent thinking that children have the confidence to recognize and acknowledge their emotions. Otherwise, children will be unable to set their emotions aside in order to  consider complicated questions or scenarios in a clear and unbiased way.

Case Study 7

What is independent thinking.

What does independent thinking mean? Independent thinking is when an individual forms their own thoughts rather than just going along with what others are thinking. They apply their personal experiences, knowledge, and observations to form a personal viewpoint.

Independent thinking vs critical thinking

We can think independently without thinking critically, but we can’t think critically without thinking independently. That is, independent thinking is a precondition of critical thinking. In order to begin assessing information and making judgments objectively, we must first prevent ourselves from being unduly influenced by our peers’ views.

Example of independent thinking

In certain scenarios, children’s developing perspectives on their own beliefs, reasoning, and emotions can combine in the analysis of a challenging source of information.  The wealth of media to which children are exposed today can be overwhelming, but these media can also provide opportunities for learning and practicing the skills of critical analysis. Parents can help guide their children in these situations by prompting them with questions and asking children to make their beliefs and reasoning explicit. At this young age, preparation for independent and critical thinking need not interfere with the fantasy life of the child, as the example below shows. 

Six-year-old Tom has just written a letter to Santa Claus. Now he is watching television, flipping between channels until a show about Christmas catches his attention.

The TV presenter explains that nowadays children do not believe in Santa Claus the way they used to. Christmas has been totally commercialized. What’s more, red only became the color of Christmas due to the branding of the Coca-Cola company. 

First part of the program: “What do those concerned say?” A journalist standing outside a school asks several children their opinion. The children interviewed say that their parents have told them about Santa Claus, but that he does not really exist, at least no more than witches and ghosts do. They say that they know exactly what they are going to get for Christmas and how much it will cost. Their little brothers or sisters may still believe in Santa, but they themselves are not babies anymore. Regardless of whether they’re “naughty or nice,” they know there will always be gifts for them under the tree.

Second part of the program: “Santa Claus: salesman.” Images in the background show check-out lines in toy stores, parents with shopping carts full to the brim, others taking photos of the shelves on their phones. We see Santa Clauses of all shapes and sizes in shopping malls, day care centers, in the street, and even sitting in donkey-drawn carriages. A narrator provides statistics on the average amount spent by families on gifts, as well as the percentage of gifts purchased in-store versus online.

Finally, the presenter comes back on the screen and concludes with, “Christmas has lost its magic!” before going to a commercial break.

Tom’s father came into the room while the show was on air and has seen part of it. He can tell that his son is both confused and unsettled.

“Why do you believe in Santa Claus, Tom? What are your reasons?”

“Because he’s come every year since I was little. And because he comes at nighttime. Who else could come in the middle of the night? Because he always drinks the hot chocolate we leave him under the tree, and he eats the cookies. Because I’ve seen him more than once, near the Christmas tree at school and in stores. Because no one else could make toys for every kid and deliver them all.”

“Yes, those are very good reasons to believe in him, Tom. And what about at school? Do you talk about Santa with the other kids?”

“The big kids say the same thing as the people on the TV: that he doesn’t exist and that their parents made him up. When I told them there was no way presents could just appear under the tree overnight, they said I was a baby. I don’t talk about Santa anymore because of that.”

“I think you’re right to assert yourself and say what you really think. There’s what they say on TV, what your friends say, and then there’s your own opinion. And it’s important for you to say what you think and defend your point of view. It’s important to listen to other people too, of course, because no one is right all the time. But having your own ideas and expressing them is really important all through your life.”

What would you have done if you were Tom’s father?

Would it have been better to admit the truth about Santa Claus to Tom and contradict his beliefs and imagination? If Tom’s dad had done that, what value would his son have placed on his own reasoning? Would he have dared to defend his opinion in the future? 

During this conversation, the father chose to give weight to Tom’s arguments by giving credit to them and praising the way he expressed his personal thoughts. He did not state his own opinion on the matter, but instead focused the discussion on dealing with clashing points of view and on arguing. He hopes that Tom will now see the value in his own arguments, even if they go against what was said on the television show. Now, the next time he finds himself in a similar situation, Tom will probably be confident enough to express his own opinion on the information he receives.

The repetition of situations such as this should allow Tom’s critical thinking skills to develop. They will reinforce and strengthen his self-esteem and build his confidence in his ability to develop his own thoughts.

This situation may seem counter-intuitive. We usually associate the development of critical thinking with questioning certain beliefs, in this case the belief in the existence of Santa Claus. 

This viewpoint, though, projects our own adult understanding onto Tom. Children of his age should instead be encouraged to express themselves, to be creative in their arguments, and to believe in the value of their own points of view—rather than in the truths that are thrust on them by adults, media, or their friends.

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How to Teach Your Child to Be a Critical Thinker

Blue Planet Studio / iStockphoto

What Is Critical Thinking?

• Importance of Critical Thinking

Benefits of Critical Thinking Skills

• Teach Kids to Be Critical Thinkers

Every day kids are bombarded with messages, information, and images. Whether they are at school, online, or talking to their friends, they need to know how to evaluate what they are hearing and seeing in order to form their own opinions and beliefs. Critical thinking skills are the foundation of education as well as an important life skill. Without the ability to think critically, kids will struggle academically, especially as they get older.

In fact, no matter what your child plans to do professionally someday, they will need to know how to think critically, solve problems, and make decisions. As a parent, it's important that you ensure that your kids can think for themselves and have developed a healthy critical mindset before they leave the nest.

Doing so will help them succeed both academically and professionally as well as benefit their future relationships. Here is what you need to know about critical thinking, including how to teach your kids to be critical thinkers.

Critical thinking skills are the ability to imagine, analyze, and evaluate information in order to determine its integrity and validity, such as what is factual and what isn't. These skills help people form opinions and ideas as well as help them know who is being a good friend and who isn't.

"Critical thinking also can involve taking a complex problem and developing clear solutions," says Amy Morin, LCSW, a psychotherapist and author of the best-selling books "13 Things Mentally Strong People Don't Do" and "13 Things Mentally Strong Parents Don't Do."

In fact, critical thinking is an essential part of problem-solving, decision-making, and goal-setting . It also is the basis of education, especially when combined with reading comprehension . These two skills together allow kids to master information.

Why Critical Thinking Skills Are Important

According to the Programme for International Student Assessment (PISA), which evaluated 15-year-old children in 44 different countries, more than one in six students in the United States are unable to solve critical thinking problems. What's more, research indicates that kids who lack critical thinking skills face a higher risk of behavioral problems.

If kids are not being critical thinkers, then they are not thinking carefully, says Amanda Pickerill, Ph.D. Pickerill is licensed with the Ohio Department of Education and the Ohio Board of Psychology and is in practice at the Ohio State School for the Blind in Columbus, Ohio.

"Not thinking carefully [and critically] can lead to information being misconstrued; [and] misconstrued information can lead to problems in school, work, and relationships," she says.

Critical thinking also allows kids to gain a deeper understanding of the world including how they see themselves in that world. Additionally, kids who learn to think critically tend to be observant and open-minded.

Amy Morin, LCSW

Critical thinking skills can help someone better understand themselves, other people, and the world around them. [They] can assist in everyday problem-solving, creativity, and productivity.

There are many ways critical thinking skills can benefit your child, Dr. Pickerill says. From being able to solve complex problems in school and determining how they feel about particular issues to building relationships and dealing with peer pressure, critical thinking skills equip your child to deal with life's challenges and obstacles.

"Critical thinking skills [are beneficial] in solving a math problem, in comparing and contrasting [things], and when forming an argument," Dr. Pickerill says. "As a psychologist, I find critical thinking skills also to be helpful in self-reflection. When an individual is struggling to reach a personal goal or to maintain a satisfactory relationship it is very helpful to apply critical thinking."

Critical thinking also fosters independence, enhances creativity, and encourages curiosity. Kids who are taught to use critical thinking skills ask a lot of questions and never just take things at face value—they want to know the "why" behind things.

"Good critical thinking skills also can lead to better relationships, reduced distress, and improved life satisfaction," says Morin. "Someone who can solve everyday problems is likely to feel more confident in their ability to handle whatever challenges life throws their way."

How to Teach Kids to Be Critical Thinkers

Teaching kids to think critically is an important part of parenting. In fact, when we teach kids to be critical thinkers, we are also teaching them to be independent . They learn to form their own opinions and come to their own conclusions without a lot of outside influence. Here are some ways that you can teach your kids to become critical thinkers.

Be a Good Role Model

Sometimes the best way to teach your kids an important life skill is to model it in your own life. After all, kids tend to copy the behaviors they see in their parents. Be sure you are modeling critical thinking in your own life by researching things that sound untrue and challenging statements that seem unethical or unfair.

"Parents, being the critical thinkers that they are, can begin modeling critical thinking from day one by verbalizing their thinking skills," Dr. Pickerill says. "It’s great for children to hear how parents critically think things through. This modeling of critical thinking allows children to observe their parents' thought processes and that modeling lends itself to the child imitating what [they have] observed."

Play With Them

Children are constantly learning by trial and error and play is a great trial and error activity, says Dr, Pickerill. In fact, regularly playing with your child at a very young age is setting the foundation for critical thinking and the depth of their critical thinking skills will advance as they develop, she says.

"You will find your child’s thinking will be more on a concrete level in the earlier years and as they advance in age it will become more abstract," Dr. Pickerill says. "Peer play is also helpful in developing critical thinking skills but parents need to be available to assist when conflicts arise or when bantering takes a turn for the worse."

As your kids get older, you can play board games together or simply spend time talking about something of interest to them. The key is that you are spending quality time together that allows you the opportunity to discuss things on a deeper level and to examine issues critically.

Teach Them to Solve Problems

Morin says one way to teach kids to think critically is to teach them how to solve problems. For instance, ask them to brainstorm at least five different ways to solve a particular problem, she says.

"You might challenge them to move an object from one side of the room to the other without using their hands," she says. "At first, they might think it’s impossible. But with a little support from you, they might see there are dozens of solutions (like using their feet or putting on gloves). Help them brainstorm a variety of solutions to the same problem and then pick one to see if it works."

Over time, you can help your kids see that there are many ways to view and solve the same problem, Morin says.

Encourage Them to Ask Questions

As exhausting as it can be at times to answer a constant barrage of questions, it's important that you encourage your child to question things. Asking questions is the basis of critical thinking and the time you invest in answering your child's questions—or finding the answers together— will pay off in the end.

Your child will learn not only learn how to articulate themselves, but they also will get better and better at identifying untrue or misleading information or statements from others. You also can model this type of questioning behavior by allowing your child to see you question things as well.

Practice Making Choices

Like everything in life, your child will often learn through trial and error. And, part of learning to be a critical thinker involves making decisions. One way that you can get your child thinking about and making choices is to give them a say in how they want to spend their time.

Allow them to say no thank-you to playdates or party invitations if they want. You also can give them an allowance and allow them to make some choices about what to do with the money. Either of these scenarios requires your child to think critically about their choices and the potential consequences before they make a decision.

As they get older, talk to them about how to deal with issues like bullying and peer pressure . And coach them on how to make healthy choices regarding social media use . All of these situations require critical thinking on your child's part.

Encourage Open-Mindedness

Although teaching open-mindedness can be a challenging concept to teach at times, it is an important one. Part of becoming a critical thinker is the ability to be objective and evaluate ideas without bias.

Teach your kids that in order to look at things with an open mind, they need leave their own judgments and assumptions aside. Some concepts you should be talking about that encourage open-mindedness include diversity , inclusiveness , and fairness.

A Word From Verywell

Developing a critical mindset is one of the most important life skills you can impart to your kids. In fact, in today's information-saturated world, they need these skills in order to thrive and survive. These skills will help them make better decisions, form healthy relationships, and determine what they value and believe.

Plus, when you teach your kids to critically examine the world around them, you are giving them an advantage that will serve them for years to come—one that will benefit them academically, professionally, and relationally. In the end, they will not only be able to think for themselves, but they also will become more capable adults someday.

Organization for Economic Cooperation and Development. Programme for International Student Assessment (PISA): Results from PISA 2012 problem-solving .

Sun RC, Hui EK. Cognitive competence as a positive youth development construct: a conceptual review .  ScientificWorldJournal . 2012;2012:210953. doi:10.1100/2012/210953

Ghazivakili Z, Norouzi Nia R, Panahi F, Karimi M, Gholsorkhi H, Ahmadi Z. The role of critical thinking skills and learning styles of university students in their academic performance .  J Adv Med Educ Prof . 2014;2(3):95-102. PMID:25512928

Schmaltz RM, Jansen E, Wenckowski N. Redefining critical thinking: teaching students to think like scientists .  Front Psychol . 2017;8:459. doi:10.3389/fpsyg.2017.00459

By Sherri Gordon Sherri Gordon, CLC is a published author, certified professional life coach, and bullying prevention expert. 

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Child cognitive development is a fascinating and complex process that entails the growth of a child’s mental abilities, including their ability to think, learn, and solve problems. This development occurs through a series of stages that can vary among individuals. As children progress through these stages, their cognitive abilities and skills are continuously shaped by a myriad of factors such as genetics, environment, and experiences. Understanding the nuances of child cognitive development is essential for parents, educators, and professionals alike, as it provides valuable insight into supporting the growth of the child’s intellect and overall well-being.

Throughout the developmental process, language and communication play a vital role in fostering a child’s cognitive abilities . As children acquire language skills, they also develop their capacity for abstract thought, reasoning, and problem-solving. It is crucial for parents and caregivers to be mindful of potential developmental delays, as early intervention can greatly benefit the child’s cognitive development. By providing stimulating environments, nurturing relationships, and embracing diverse learning opportunities, adults can actively foster healthy cognitive development in children.

Key Takeaways

• Child cognitive development involves the growth of mental abilities and occurs through various stages.
• Language and communication are significant factors in cognitive development , shaping a child’s ability for abstract thought and problem-solving.
• Early intervention and supportive environments can play a crucial role in fostering healthy cognitive development in children.

Child Cognitive Development Stages

Child cognitive development is a crucial aspect of a child’s growth and involves the progression of their thinking, learning, and problem-solving abilities. Swiss psychologist Jean Piaget developed a widely recognized theory that identifies four major stages of cognitive development in children.

Sensorimotor Stage

The Sensorimotor Stage occurs from birth to about 2 years old. During this stage, infants and newborns learn to coordinate their senses (sight, sound, touch, etc.) with their motor abilities. Their understanding of the world begins to develop through their physical interactions and experiences. Some key milestones in this stage include object permanence, which is the understanding that an object still exists even when it’s not visible, and the development of intentional actions.

Preoperational Stage

The Preoperational Stage takes place between the ages of 2 and 7 years old. In this stage, children start to think symbolically, and their language capabilities rapidly expand. They also develop the ability to use mental images, words, and gestures to represent the world around them. However, their thinking is largely egocentric, which means they struggle to see things from other people’s perspectives. During this stage, children start to engage in pretend play and begin to grasp the concept of conservation, recognizing that certain properties of objects (such as quantity or volume) remain the same even if their appearance changes.

Concrete Operational Stage

The Concrete Operational Stage occurs between the ages of 7 and 12 years old. At this stage, children’s cognitive development progresses to more logical and organized ways of thinking. They can now consider multiple aspects of a problem and better understand the relationship between cause and effect . Furthermore, children become more adept at understanding other people’s viewpoints, and they can perform basic mathematical operations and understand the principles of classification and seriation.

Formal Operational Stage

Lastly, the Formal Operational Stage typically begins around 12 years old and extends into adulthood. In this stage, children develop the capacity for abstract thinking and can consider hypothetical situations and complex reasoning. They can also perform advanced problem-solving and engage in systematic scientific inquiry. This stage allows individuals to think about abstract concepts, their own thought processes, and understand the world in deeper, more nuanced ways.

By understanding these stages of cognitive development, you can better appreciate the complex growth process that children undergo as their cognitive abilities transform and expand throughout their childhood.

Key Factors in Cognitive Development

Genetics and brain development.

Genetics play a crucial role in determining a child’s cognitive development. A child’s brain development is heavily influenced by genetic factors, which also determine their cognitive potential , abilities, and skills. It is important to understand that a child’s genes do not solely dictate their cognitive development – various environmental and experiential factors contribute to shaping their cognitive abilities as they grow and learn.

Environmental Influences

The environment in which a child grows up has a significant impact on their cognitive development. Exposure to various experiences is essential for a child to develop essential cognitive skills such as problem-solving, communication, and critical thinking. Factors that can have a negative impact on cognitive development include exposure to toxins, extreme stress, trauma, abuse, and addiction issues, such as alcoholism in the family.

Nutrition and Health

Maintaining good nutrition and health is vital for a child’s cognitive development. Adequate nutrition is essential for the proper growth and functioning of the brain . Key micronutrients that contribute to cognitive development include iron, zinc, and vitamins A, C, D, and B-complex vitamins. Additionally, a child’s overall health, including physical fitness and immunity, ensures they have the energy and resources to engage in learning activities and achieve cognitive milestones effectively .

Emotional and Social Factors

Emotional well-being and social relationships can also greatly impact a child’s cognitive development. A supportive, nurturing, and emotionally healthy environment allows children to focus on learning and building cognitive skills. Children’s emotions and stress levels can impact their ability to learn and process new information. Additionally, positive social interactions help children develop important cognitive skills such as empathy, communication, and collaboration.

In summary, cognitive development in children is influenced by various factors, including genetics, environmental influences, nutrition, health, and emotional and social factors. Considering these factors can help parents, educators, and policymakers create suitable environments and interventions for promoting optimal child development.

Language and Communication Development

Language skills and milestones.

Children’s language development is a crucial aspect of their cognitive growth. They begin to acquire language skills by listening and imitating sounds they hear from their environment. As they grow, they start to understand words and form simple sentences.

• Infants (0-12 months): Babbling, cooing, and imitating sounds are common during this stage. They can also identify their name by the end of their first year. Facial expressions play a vital role during this period, as babies learn to respond to emotions.
• Toddlers (1-3 years): They rapidly learn new words and form simple sentences. They engage more in spoken communication, constantly exploring their language environment.
• Preschoolers (3-5 years): Children expand their vocabulary, improve grammar, and begin participating in more complex conversations.

It’s essential to monitor children’s language development and inform their pediatrician if any delays or concerns arise.

Nonverbal Communication

Nonverbal communication contributes significantly to children’s cognitive development. They learn to interpret body language, facial expressions, and gestures long before they can speak. Examples of nonverbal communication in children include:

• Eye contact: Maintaining eye contact while interacting helps children understand emotions and enhances communication.
• Gestures: Pointing, waving goodbye, or using hand signs provide alternative ways for children to communicate their needs and feelings.
• Body language: Posture, body orientation, and movement give clues about a child’s emotions and intentions.

Teaching children to understand and use nonverbal communication supports their cognitive and social development.

Parent and Caregiver Interaction

Supportive interaction from parents and caregivers plays a crucial role in children’s language and communication development. These interactions can improve children’s language skills and overall cognitive abilities . Some ways parents and caregivers can foster language development are:

• Reading together: From an early age, reading books to children enhance their vocabulary and listening skills.
• Encouraging communication: Ask open-ended questions and engage them in conversations to build their speaking skills.
• Using rich vocabulary: Expose children to a variety of words and phrases, promoting language growth and understanding.

By actively engaging in children’s language and communication development, parents and caregivers can nurture cognitive, emotional, and social growth.

Cognitive Abilities and Skills

Cognitive abilities are the mental skills that children develop as they grow. These skills are essential for learning, adapting, and thriving in modern society. In this section, we will discuss various aspects of cognitive development, including reasoning and problem-solving, attention and memory, decision-making and executive function, as well as academic and cognitive milestones.

Reasoning and Problem Solving

Reasoning is the ability to think logically and make sense of the world around us. It’s essential for a child’s cognitive development, as it enables them to understand the concept of object permanence , recognize patterns, and classify objects. Problem-solving skills involve using these reasoning abilities to find solutions to challenges they encounter in daily life .

Children develop essential skills like:

• Logical reasoning : The ability to deduce conclusions from available information.
• Perception: Understanding how objects relate to one another in their environment.
• Schemes: Organizing thoughts and experiences into mental categories.

Attention and Memory

Attention refers to a child’s ability to focus on specific tasks, objects, or information, while memory involves retaining and recalling information. These cognitive abilities play a critical role in children’s learning and academic performance . Working memory is a vital component of learning, as it allows children to hold and manipulate information in their minds while solving problems and engaging with new tasks.

• Attention: Focuses on relevant tasks and information while ignoring distractions.
• Memory: Retains and retrieves information when needed.

Decision-Making and Executive Function

Decision-making is the process of making choices among various alternatives, while executive function refers to the higher-order cognitive processes that enable children to plan, organize, and adapt in complex situations. Executive function encompasses components such as:

• Inhibition: Self-control and the ability to resist impulses.
• Cognitive flexibility: Adapting to new information or changing circumstances.
• Planning: Setting goals and devising strategies to achieve them.

Academic and Cognitive Milestones

Children’s cognitive development is closely linked to their academic achievement. As they grow, they achieve milestones in various cognitive domains that form the foundation for their future learning. Some of these milestones include:

• Language skills: Developing vocabulary, grammar, and sentence structure.
• Reading and mathematics: Acquiring the ability to read and comprehend text, as well as understanding basic mathematical concepts and operations.
• Scientific thinking: Developing an understanding of cause-and-effect relationships and forming hypotheses.

Healthy cognitive development is essential for a child’s success in school and life. By understanding and supporting the development of their cognitive abilities, we can help children unlock their full potential and prepare them for a lifetime of learning and growth.

Developmental Delays and Early Intervention

Identifying developmental delays.

Developmental delays in children can be identified by monitoring their progress in reaching cognitive, linguistic, physical, and social milestones. Parents and caregivers should be aware of developmental milestones that are generally expected to be achieved by children at different ages, such as 2 months, 4 months, 6 months, 9 months, 18 months, 1 year, 2 years, 3 years, 4 years, and 5 years. Utilizing resources such as the “Learn the Signs. Act Early.” program can help parents and caregivers recognize signs of delay early in a child’s life.

Resources and Support for Parents

There are numerous resources available for parents and caregivers to find information on developmental milestones and to learn about potential developmental delays, including:

• Learn the Signs. Act Early : A CDC initiative that provides pdf checklists of milestones and resources for identifying delays.
• Parental support groups : Local and online communities dedicated to providing resources and fostering connections between families experiencing similar challenges.

Professional Evaluations and Intervention Strategies

If parents or caregivers suspect a developmental delay, it is crucial to consult with healthcare professionals or specialists who can conduct validated assessments of the child’s cognitive and developmental abilities. Early intervention strategies, such as the ones used in broad-based early intervention programs , have shown significant positive impacts on children with developmental delays to improve cognitive development and outcomes.

Professional evaluations may include:

• Pediatricians : Primary healthcare providers who can monitor a child’s development and recommend further assessments when needed.
• Speech and language therapists : Professionals who assist children with language and communication deficits.
• Occupational therapists : Experts in helping children develop or improve on physical and motor skills, as well as social and cognitive abilities.

Depending on the severity and nature of the delays, interventions may involve:

• Individualized support : Tailored programs or therapy sessions specifically developed for the child’s needs.
• Group sessions : Opportunities for children to learn from and interact with other children experiencing similar challenges.
• Family involvement : Parents and caregivers learning support strategies to help the child in their daily life.

Fostering Healthy Cognitive Development

Play and learning opportunities.

Encouraging play is crucial for fostering healthy cognitive development in children . Provide a variety of age-appropriate games, puzzles, and creative activities that engage their senses and stimulate curiosity. For example, introduce building blocks and math games for problem-solving skills, and crossword puzzles to improve vocabulary and reasoning abilities.

Playing with others also helps children develop social skills and better understand facial expressions and emotions. Provide opportunities for cooperative play, where kids can work together to achieve a common goal, and open-ended play with no specific rules to boost creativity.

Supportive Home Environment

A nurturing and secure home environment encourages healthy cognitive growth. Be responsive to your child’s needs and interests, involving them in everyday activities and providing positive reinforcement. Pay attention to their emotional well-being and create a space where they feel safe to ask questions and explore their surroundings.

Promoting Independence and Decision-Making

Support independence by allowing children to make decisions about their playtime, activities, and daily routines. Encourage them to take age-appropriate responsibilities and make choices that contribute to self-confidence and autonomy. Model problem-solving strategies and give them opportunities to practice these skills during play, while also guiding them when necessary.

Healthy Lifestyle Habits

Promote a well-rounded lifestyle, including:

• Sleep : Ensure children get adequate and quality sleep by establishing a consistent bedtime routine.
• Hydration : Teach the importance of staying hydrated by offering water frequently, especially during play and physical activities.
• Screen time : Limit exposure to electronic devices and promote alternative activities for toddlers and older kids.
• Physical activity : Encourage children to engage in active play and exercise to support neural development and overall health .

Frequently Asked Questions

What are the key stages of child cognitive development.

Child cognitive development can be divided into several key stages based on Piaget’s theory of cognitive development . These stages include the sensorimotor stage (birth to 2 years), preoperational stage (2-7 years), concrete operational stage (7-11 years), and formal operational stage (11 years and beyond). Every stage represents a unique period of cognitive growth, marked by the development of new skills, thought processes, and understanding of the world.

What factors influence cognitive development in children?

Several factors contribute to individual differences in child cognitive development, such as genetic and environmental factors. Socioeconomic status, access to quality education, early home environment, and parental involvement all play a significant role in determining cognitive growth. In addition, children’s exposure to diverse learning experiences, adequate nutrition, and mental health also influence overall cognitive performance .

How do cognitive skills vary during early childhood?

Cognitive skills in early childhood evolve as children progress through various stages . During the sensorimotor stage, infants develop fundamental skills such as object permanence. The preoperational stage is characterized by the development of symbolic thought, language, and imaginative play. Children then enter the concrete operational stage, acquiring the ability to think logically and solve problems. Finally, in the formal operational stage, children develop abstract reasoning abilities, complex problem-solving skills and metacognitive awareness.

What are common examples of cognitive development?

Examples of cognitive development include the acquisition of language and vocabulary, the development of problem-solving skills, and the ability to engage in logical reasoning. Additionally, memory, attention, and spatial awareness are essential aspects of cognitive development. Children may demonstrate these skills through activities like puzzle-solving, reading, and mathematics.

How do cognitive development theories explain children’s learning?

Piaget’s cognitive development theory suggests that children learn through active exploration, constructing knowledge based on their experiences and interactions with the world. In contrast, Vygotsky’s sociocultural theory emphasizes the role of social interaction and cultural context in learning. Both theories imply that cognitive development is a dynamic and evolving process, influenced by various environmental and psychological factors.

Why is it essential to support cognitive development in early childhood?

Supporting cognitive development in early childhood is critical because it lays a strong foundation for future academic achievement, social-emotional development, and lifelong learning. By providing children with diverse and enriching experiences, caregivers and educators can optimize cognitive growth and prepare children to face the challenges of today’s complex world. Fostering cognitive development early on helps children develop resilience, adaptability, and critical thinking skills essential for personal and professional success.

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MSU Extension Child & Family Development

The importance of critical thinking for young children.

Kylie Rymanowicz, Michigan State University Extension - May 03, 2016

Critical thinking is essential life skill. Learn why it is so important and how you can help children learn and practice these skills.

We use critical thinking skills every day. They help us to make good decisions, understand the consequences of our actions and solve problems. These incredibly important skills are used in everything from putting together puzzles to mapping out the best route to work. It’s the process of using focus and self-control to solve problems and set and follow through on goals. It utilizes other important life skills like making connections , perspective taking and communicating . Basically, critical thinking helps us make good, sound decisions.

Critical thinking

In her book, “Mind in the Making: The seven essential life skills every child needs,” author Ellen Galinsky explains the importance of teaching children critical thinking skills. A child’s natural curiosity helps lay the foundation for critical thinking. Critical thinking requires us to take in information, analyze it and make judgements about it, and that type of active engagement requires imagination and inquisitiveness. As children take in new information, they fill up a library of sorts within their brain. They have to think about how the new information fits in with what they already know, or if it changes any information we already hold to be true.

Supporting the development of critical thinking

Michigan State University Extension has some tips on helping your child learn and practice critical thinking.

• Encourage pursuits of curiosity . The dreaded “why” phase. Help them form and test theories, experiment and try to understand how the world works. Encourage children to explore, ask questions, test their theories, think critically about results and think about changes they could make or things they could do differently.
• Learn from others. Help children think more deeply about things by instilling a love for learning and a desire to understand how things work. Seek out the answers to all of your children’s “why” questions using books, the internet, friends, family or other experts.
• Help children evaluate information. We are often given lots of information at a time, and it is important we evaluate that information to determine if it is true, important and whether or not we should believe it. Help children learn these skills by teaching them to evaluate new information. Have them think about where or who the information is coming from, how it relates to what they already know and why it is or is not important.
• Promote children’s interests. When children are deeply vested in a topic or pursuit, they are more engaged and willing to experiment. The process of expanding their knowledge brings about a lot of opportunities for critical thinking, so to encourage this action helps your child invest in their interests. Whether it is learning about trucks and vehicles or a keen interest in insects, help your child follow their passion.
• Teach problem-solving skills. When dealing with problems or conflicts, it is necessary to use critical thinking skills to understand the problem and come up with possible solutions, so teach them the steps of problem-solving and they will use critical thinking in the process of finding solutions to problems.

For more articles on child development, academic success, parenting and life skill development, please visit the MSU Extension website.

This article was published by Michigan State University Extension . For more information, visit https://extension.msu.edu . To have a digest of information delivered straight to your email inbox, visit https://extension.msu.edu/newsletters . To contact an expert in your area, visit https://extension.msu.edu/experts , or call 888-MSUE4MI (888-678-3464).

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What Are Critical Thinking Skills? Here’s How to Help Your Kids Develop Them

It's no secret that critical thinking skills are essential for success in life, but how can parents help their children develop these important abilities? Critical thinking doesn't happen naturally; it must be taught and nurtured.

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This article will discuss the importance of developing critical thinking skills in children and provide strategies to encourage your child’s growth.

We'll also look at role play in fostering this skill set and the resources available for parents who want more information on teaching their kids problem-solving techniques.

So if you're looking for ways to help your little one grow into an independent thinker with strong decision-making capabilities, keep reading.

What are Critical Thinking Skills?

Critical thinking skills are thinking logically and rationally, analyzing information objectively, drawing conclusions based on evidence, and solving problems. It is an important life skill that can help you make better decisions in all aspects of your life.

Definition of Critical Thinking:

Critical thinking involves using logic and reasoning to evaluate arguments or ideas. It requires a person to be able to identify facts from opinions, recognize assumptions being made, understand different points of view, and consider alternative solutions before making a decision.

Benefits of Critical Thinking:

Developing strong critical thinking skills can help people become more effective problem solvers. It also helps them make better decisions by considering all possible outcomes before taking action. Additionally, it allows people to develop their unique perspectives on various topics, which can lead to creative solutions for difficult problems.

Critical thinking skills are an important part of a child's development . They help them to think flexibly, analyze situations, and make informed decisions. Here are some reasons why Critical thinking is so important for children:

• It helps children to learn how to make sense of the world around them
• It encourages problem-solving and creative thinking.
• It helps children become better communicators and more resilient in the face of change.
• It allows children to go beyond memorizing facts and develop a deeper understanding.
• It promotes scientific inquiry and collaboration with others.

Parents can help foster these skills by encouraging creative problem-solving, open-ended questions, and discussion, as well as introducing new experiences and challenges. Let's look at how to develop critical thinking skills in children next.

How to Develop Critical Thinking Skills in Children?

Developing critical thinking skills in children is an important part of their overall development. Critical thinking involves analyzing information, evaluating evidence, and making informed decisions. Parents can help foster these skills by encouraging creative problem-solving, promoting open-ended questions and discussion, and introducing new experiences and challenges.

Encouraging Creative Problem Solving:

Creative problem-solving helps children learn how to think outside the box when faced with a challenge or difficult situation. Parents can encourage this thinking by providing opportunities for their children to develop unique solutions to problems they encounter throughout the day. This could be as simple as asking them “how else” they could approach a task or giving them multiple options for completing it.

Promoting Open-Ended Questions and Discussion:

Asking open-ended questions encourages kids to think more deeply about topics that interest them while also helping develop their critical thinking skills.

These questions require more than a yes/no answer; instead, they prompt your child to explain why something happened or how they feel about it.

You can also engage in meaningful conversations with your child by discussing current events or books you have read together – this will help build their understanding of different perspectives on various issues, which is essential for developing critical thinking abilities.

Introducing new experiences allows kids to explore unfamiliar situations, which requires them to use higher-order reasoning skills such as analysis, synthesis, and evaluation, all of which are necessary components of critical thinking processes.

Taking trips together (even if virtual), and trying out different activities like cooking classes or art projects are great ways for parents to introduce new experiences that will challenge their child's cognitive abilities while still being fun.

By providing children with opportunities to explore, think critically, and problem-solve through play, parents can help develop their child's critical thinking skills. Moving on to the importance of play in developing these skills…

The Importance of Play in Developing Critical Thinking Skills

Play is an essential part of a child’s development and growth. It not only helps children learn about the world around them, but it also encourages critical thinking skills. Children can explore their environment, develop problem-solving strategies, practice communication skills, and build relationships with others through play.

Role of Play in Cognitive Development:

Play provides opportunities for children to use their imaginations and express themselves creatively. They develop cognitive abilities such as memory recall and problem-solving as they engage in different play activities, such as building blocks or playing pretend games. They are also learning how to make decisions based on what they observe in their environment. This type of learning helps them develop the ability to think critically later on in life.

Benefits of Play for Learning and Development:

Through play, children can learn important lessons about collaboration and cooperation with others while having fun at the same time. Playing together teaches kids how to share ideas and work together towards a common goal which will help them succeed both academically and socially throughout life. Additionally, engaging in imaginative play can help improve language skills by allowing kids to practice speaking out loud using new words that may have been learned during school or from books read at home.

Many types of play can foster critical thinking skills, such as board games like chess or checkers; puzzles; role-playing activities; outdoor sports like soccer or basketball; creative arts like drawing or painting; science experiments; cooking projects, etc. All these activities require some level of planning which develops analytical thinking skills needed for problem-solving later on down the road.

By providing ample opportunities for playful exploration within a safe environment filled with love and support, parents can ensure their child has all the tools necessary to become successful thinkers and doers when they grow up.

Playing is an essential part of a child's development and can help them to build the critical thinking skills they need to succeed. With the right strategies, parents can create stimulating environments for their children that foster learning and exploration.

Key Takeaway: Through play, children can develop critical thinking skills such as problem-solving, decision-making, and collaboration. Benefits include improved language skills, analytical thinking, and the ability to work towards a common goal.

Strategies for Teaching Critical Thinking Skills at Home

Creating a stimulating environment for learning:.

Parents can create an environment that encourages critical thinking by providing stimulating activities and materials. This could include puzzles, books, games, art supplies , blocks, and other open-ended toys. These items should be accessible to children so they can explore them freely. Providing time for unstructured play is also important, as this helps foster creativity and problem-solving skills.

Modeling Good Problem-Solving Techniques:

Children learn best when they observe adults modeling the behavior they want them to adopt. When faced with a problem or challenge, parents should demonstrate how to approach it calmly, using logical reasoning skills, such as breaking down the issue into smaller parts or looking at it from different perspectives.

Parents can help their children develop critical thinking skills by encouraging curiosity through conversation and exploring new topics or experiences.

They can also ask open-ended questions that require more than one-word answers, which will help stimulate deeper thought processes in their child’s mind.

Parents are creating an environment that encourages critical thinking by providing stimulating activities and materials such as puzzles, books, games, art supplies , blocks, and other open-ended toys for children to explore freely and allowing time for unstructured play.

Additionally, modeling good problem-solving techniques when faced with a challenge is important so that children learn how to approach it calmly while using logical reasoning skills such as breaking down the issue into smaller parts or looking at it from different perspectives.

Parents can teach their children critical thinking skills at home by understanding the importance of creating a stimulating environment, modeling good problem-solving techniques, and encouraging exploration and curiosity. See the next heading for more resources on developing these skills in children.

Resources for Parents on Developing Critical Thinking Skills in Children

Parents looking to understand better critical thinking skills and how to develop them in their children can find a wealth of resources in books. You can see a list of my favorites in my Amazon shop here .

These books provide an overview of critical thinking and offer practical strategies for helping children hone their skills.

FAQs about What Are Critical Thinking Skills

What is meant by critical thinking skills.

It involves using logic and reasoning to identify arguments' strengths and weaknesses, recognize assumptions, assess underlying motives, and consider alternative solutions or perspectives. Critical thinking also involves questioning one’s beliefs to better understand an issue or situation. Ultimately it is about making informed decisions based on facts rather than emotions or opinions.

What is an example of critical thinking skills?

Critical thinking skills involve analyzing and evaluating information, drawing conclusions, and making evidence-based decisions. It involves thinking objectively and rationally about a situation or problem to develop an informed solution. Critical thinking also requires identifying assumptions, recognizing logical fallacies, and distinguishing between facts and opinions. Furthermore, it involves creative problem-solving techniques such as brainstorming or mind mapping to generate new ideas or solutions.

Here is a list of other important thinking skills that are important to develop.

• Analytical Thinking: the ability to break down complex problems into smaller parts and analyze them to understand their underlying causes.
• Logical Thinking: the ability to reason logically and draw valid conclusions from given information.
• Creative Thinking: the capacity for generating new ideas, solutions, or approaches to problems by combining existing knowledge in novel ways.
• Critical Thinking: the skill of evaluating arguments and evidence objectively to form sound judgments and reach well-supported conclusions.
• Problem-Solving: the process of identifying a problem, gathering relevant data, analyzing it systematically, forming hypotheses, testing those hypotheses against reality, and developing solutions that address the issue at hand.
• Decision Making: The process of weighing options before selecting one is based on evaluating its potential outcomes relative to other alternatives available at that period or contextually speaking.
• Reflective Thinking: The ability to pause and consider how our thoughts influence our actions; this includes being able to reflect on past experiences as well as considering future implications when making decisions or solving problems

What is critical thinking in simple words?

Critical thinking is the ability to analyze information objectively and make informed decisions based on evidence. It involves using logic, questioning assumptions, and examining different perspectives to reach a reasoned conclusion. Critical thinking also requires an open mind and the willingness to consider alternative solutions or ideas that may not be immediately obvious. Ultimately, it helps us become better problem solvers and more effective communicators.

Critical thinking skills are essential for children to develop. Parents play an important role in helping their children learn and practice these skills. By providing opportunities for creative play, engaging in meaningful conversations, and teaching strategies such as questioning and problem-solving, parents can help their children build strong critical thinking skills. With the right guidance and resources, parents can ensure their child develops the necessary critical thinking skills to succeed.

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Developing critical thinking skills in kids.

Developing Critical Thinking Skills

Learning to think critically may be one of the most important skills that today's children will need for the future. In today’s rapidly changing world, children need to be able to do much more than repeat a list of facts; they need to be critical thinkers who can make sense of information, analyze, compare, contrast, make inferences, and generate higher order thinking skills. 

Building Your Child's Critical Thinking Skills

Building critical thinking skills happens through day-to-day interactions as you talk with your child, ask open-ended questions, and allow your child to experiment and solve problems.  Here are some tips and ideas to help children build a foundation for critical thinking: 

• Provide opportunities for play .   Building with blocks, acting out roles with friends, or playing board games all build children’s critical thinking. 
• Pause and wait.  Offering your child ample time to think, attempt a task, or generate a response is critical. This gives your child a chance to reflect on her response and perhaps refine, rather than responding with their very first gut reaction.
• Don't intervene immediately.   Kids need challenges to grow. Wait and watch before you jump in to solve a problem.
• Ask open-ended questions.  Rather than automatically giving answers to the questions your child raises, help them think critically by asking questions in return: "What ideas do you have? What do you think is happening here?" Respect their responses whether you view them as correct or not. You could say, "That is interesting. Tell me why you think that."
• Help children develop hypotheses.  Taking a moment to form hypotheses during play  is a critical thinking exercise that helps develop skills. Try asking your child, "If we do this, what do you think will happen?" or "Let's predict what we think will happen next."
• Encourage thinking in new and different ways.  By allowing children to think differently, you're helping them hone their creative  problem solving skills. Ask questions like, "What other ideas could we try?" or encourage your child to generate options by saying, "Let’s think of all the possible solutions."

Of course, there are situations where you as a parent need to step in. At these times, it is helpful to model your own critical thinking. As you work through a decision making process, verbalize what is happening inside your mind. Children learn from observing how you think. Taking time to allow your child to navigate problems is integral to developing your child's critical thinking skills in the long run. 

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How Parents Can Teach Kids Critical Thinking

A research-based guide to help highlight the importance of critical thinking..

Posted February 21, 2020

Recent controversy over the role of social media “ swarms ” in the 2020 election have served as a new reminder — as if we needed one — that public discourse is in bad disrepair. In the last few years have seen countless incidents of people — including many who should know better — weighing in on issues prematurely with little nuance and unhelpful vitriol, being duped by badly biased information or outright fake news , and automatically attributing the worst intentions to their opponents.

Liberal democracies have always relied on flawed sources to inform the public, but not until now have we been confronted with an online medium seemingly designed to play on our biases and emotions; encourage knee-jerk reactions, groupthink , and superficiality; and distract us from deeper thinking.

Better critical thinking skills are needed to help us confront these challenges. Nevertheless, we still don’t have a good handle on what it is and, especially, how best to foster it among children of all ages.

The stakes are now higher than ever.

To address this deficit, Reboot Foundation recently put out a Parents’ Guide to critical thinking. I work for Reboot and helped on the guide that attempts to give parents and other adults the tools and understanding they need to help their kids cope with technological upheaval, acquire the skills they need to navigate an ever more complicated and information-rich world, and overcome the pitfalls of biased and emotional reasoning.

1. Starting Young

As researchers have noted for some time now, critical thinking can’t be cleanly separated from cognitive development more generally. So, although many people still think of critical thinking as something that is appropriate to teach only in college or late high school, parents and educators should actually devote attention to developing critical thinking skills at a young age.

Of course, it’s not necessary or even possible to start teaching 4-year-olds high-level logic . But there’s a lot parents can do to open up their children’s minds to the world around them. The most important thing to foster at this young age is what researchers call metacognition : awareness of one’s own thinking and thought processes.

It’s only with metacognition that children will learn to think more strategically, identify errors in their thinking patterns, and recognize their own limitations and the value of others’ perspectives. Here are some good ways to foster these habits of mind.

• Encourage kids’ curiosity by asking them lots of questions about why they think what they think. Parents should also not dismiss children’s speculative questions, but encourage them to think those questions through.
• Encourage active reading by discussing and reflecting on books and asking children to analyze different characters’ thoughts and attitudes. Emphasize and embrace ambiguity.
• Expose them as much as possible to children from different backgrounds — whether cultural, geographical, or socio-economic. These experiences are invaluable.
• Bring children into adult conversations , within appropriate limits of course, and don’t just dismiss their contributions. Even if their contributions are unsophisticated or mistaken, engage with children and help them improve.

2. Putting Emotions in Perspective

Just as children need to learn how to step back from their thought processes, they must also learn how to step back from their emotions. As we’ve seen time and again in our public discourse, emotion is often the enemy of thinking. It can lead us to dismiss legitimate evidence; to shortchange perspectives that would otherwise be valuable; and to say and do things we later regret.

When children are young (ages 5 to 9), fostering emotional management should center around learning to take on new challenges and cope with setbacks. It’s important children be encouraged to try new things and not be protected from failure. These can include both intellectual challenges like learning a new language or musical instrument and physical ones like trying out rock-climbing or running a race.

When children fail — as they will — the adults around them should help them see that failing does not make them failures. Quite the opposite: it’s the only way to become successful.

As they get older, during puberty and adolescence , emotional management skills can help them deal better with confusing physical and social changes and maintain focus on their studies and long-term goals . Critical thinking, in this sense, need not — and should not — be dry or academic. It can have a significant impact on children’s and young adults’ emotional lives and their success beyond the classroom .

3. Learning How to Be Online

Finally, critical thinking development in these challenging times must involve an online component. Good citizenship requires being able to take advantage of the wealth of information the internet offers and knowing how to avoid its many pitfalls.

Parental controls can be useful, especially for younger children, and help them steer clear of inappropriate content. But instilling kids with healthy online habits is ultimately more useful — and durable. Parents should spend time practicing web searches with their kids, teaching them how to evaluate sources and, especially, how to avoid distractions and keep focused on the task at hand.

We’ve all experienced the way the internet can pull us off task and down a rabbit hole of unproductive browsing. These forces can be especially hard for children to resist, and they can have long-term negative effects on their cognitive development.

As they get older, children should learn more robust online research skills , especially in how to identify different types of deceptive information and misinformation . Familiarizing themselves with various fact-checking sites and methods can be especially useful. A recent Reboot study found that schools are still not doing nearly enough to teach media literacy to students.

As kids routinely conduct more and more of their social lives online it’s also vital that they learn to differentiate between the overheated discourse on social media and genuine debate.

The barriers to critical thinking are not insurmountable. But if our public discourse is to come through the current upheaval intact, children, beginning at a young age, must learn the skills to navigate their world thoughtfully and critically.

Ulrich Boser is the founder of The Learning Agency and a senior fellow at the Center for American Progress. He is the author of Learn Better, which Amazon called “the best science book of the year.”

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10 Tips for Teaching Kids To Be Awesome Critical Thinkers

Help students dig deeper!

For more tips, check out Mentoring Minds’  Critical Thinking Strategies Guide —a flip chart packed with question stems and lesson ideas to help teach kids to become better critical and creative thinkers. 

Getting students to dig deeper and answer questions using higher-level thinking can be a challenge. Here are our favorite tips for teaching critical thinking skills, adapted from Mentoring Minds’ Critical Thinking Strategies Guide,  that help kids solve problems by going beyond the obvious response.

1. Slow down the pace.

It’s easy to fall into a routine of calling on one of the first kids who raises a hand. But if you wait even just 3 to 5 seconds after asking a question, you’ll probably find the pool of students willing to give an answer grows significantly. Plus, it helps the speedy kids learn that the first answer that pops into their head isn’t always the best. There are times you may even want to wait up to a minute or longer if the question is particularly complex or time-consuming. To avoid an awkward pause, you can let kids know that they have 10 seconds to think before answering the question or that you need to see 10 hands raised from volunteers before you hear a response.

2. Pose a Question of the Day.

Put a new spin on bell ringers by asking a Question of the Day. Use a questioning stem (e.g., create a riddle that uses the mathematics term “multiply” in one of the clues or write a letter to a classmate recommending this book) and put it on the board. Students can write answers in their critical-thinking journals. Then have a class discussion at the end of the day.

3. Make a response box.

Write a random critical-thinking question on the board, (e.g., Is there a better way to work out this problem? Explain your thinking.). Give students a specified amount of time to provide a written response and put it in the response box. Pull out entries one by one and read them aloud to the class. Alternatively, you can give a prize—like a homework pass or free time—to the student with the first appropriate response whose name is drawn from the box or to everyone who submitted appropriate answers.

4. Take a side.

First, read a statement that has two opposing views (e.g., Do you agree or disagree with the author? Why?). Ask kids who agree to stand on one side of the room and those who disagree to stand on the other side. Then have kids talk about why they chose each side. They can switch sides if they change their minds during the discussion.

5. Ask “why?” five times.

When you encounter a problem in class, you can help the class come up with a solution by using the Why? Five Times strategy. Ask the first why question (e.g., Why didn’t the class do well on the spelling test?), and after a response is given, ask why four more times (e.g., Why didn’t students study for the test?, Why didn’t students have time to study for the test?, etc.). The idea is that after the fifth question is asked, the problem will be solved.

6. Role-play.

Come up with an imaginary scenario and have kids work through the steps to solve a problem as a class. First, identify the problem and write it as a question (e.g., Why didn’t the science experiment work as planned?). Then brainstorm ideas to solve it and choose the best one to write as a solution statement. Finally, create an action plan to carry out the solution.

7. Go “hitchhiking.”

Practice creative thinking by collaborating on a storyboard. Write a problem on an index card and pin it on the top of a bulletin board. Then put different headings on index cards and pin them below the main card. Have kids brainstorm ideas that develop each of the heading cards and let kids pin them on the board. Encourage kids to “go hitchhiking” by building onto their classmates’ ideas.

8. Turn around.

A great way to focus on the positive in not-so-positive situations is the Turn Around thinking strategy. If a student forgets to bring his homework to school, you can ask, “What good can come of this?” The student can answer with ideas like, “I will change my routine before I go to bed.”

9. Put your pocket chart to good use.

Choose six completed questioning stems from different levels of Bloom’s Taxonomy and put them in a pocket chart. Choose some strips as mandatory and let kids pick two from the higher levels to answer aloud or in a journal.

10. Hold a Q&A session.

One way you can figure out how well kids are grasping critical-thinking skills is by holding question-and-answer sessions. Ask a variety of questions one-on-one or in small groups and take note of the levels of thought individual students use regularly and avoid over time. You can review your notes to help build more higher-order-thinking questions into your lessons.

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5 Critical Thinking Skills Every Kid Needs To Learn (And How To Teach Them)

Teach them to thoughtfully question the world around them. Continue Reading

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Why Is Developing Critical Thinking Skills Important for Kids?

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What does it mean to think critically? In psychology, there’s little agreement over the meaning of critical thinking, even though everyone agrees that critical thinking skills are vital for academic performance and career development. But, should teaching critical thinking for kids be a central learning objective?  

Keep reading to find out, as this is the question we’ll focus on today. First, we’ll take a brief overview of critical thinking as a cognitive phenomenon and choose a definition, so we both have a clearer understanding of the process when we discuss it further. Then, we’ll take a deep dive into the scientific evidence that’s been piling up. Finally, based on that evidence, we’ll talk about the benefits of teaching critical thinking skills to kids.

A Brief Overview

Before we can argue that teaching critical thinking to kids is important, we need to make sure we’re on the same page concerning what critical thinking is, what are the underlying processes shaping critical thinking skills, and how critical thinking develops. 

What Is Critical Thinking?

Critical thinking is a cognitive process that we use to analyze information from our environment with reflective skepticism when deciding what to believe. In other words, critical thinking is a mental activity that allows us to examine the things presented to us in a unique way, so we can take the best course of action. 

To illustrate this, let’s think of a practical example. In the classroom, kids are required to learn by reading the educational material on a specific topic. Promoting critical thinking would be to examine the material with the goal of deciding whether it’s reliable, informative, biased vs. objective, and figuring out what are the author’s motives. The following questions reflect critical thinking: 

• Who is the author and why did they write this piece of information? 

For example, they have professionally studied the topic for years.

• What is the message that they want to share?

For example, the author believes XX, has convincing arguments, and wants to share them with the world.

• How does this piece of information fit with everything else I know on this topic?

For example, this explains/contradicts the claims we’ve read last time.

• Do I need additional information on this topic before I can reach a conclusion?

For example, the author didn’t explain how XX develops, and I need to read more about that before accepting/rejecting their arguments.

• Should I trust this information? Why/Why not?

For example, the author didn’t include any references to support the claims (facts) on which they’ve based their arguments. Can I be sure they’re not lying?

•   What did I learn from this piece of information?

For example, I’ve learned arguments supporting the topic, but I still need to see other points of view or see what critics say.

• What are my next steps?

For example, read another text on this topic from another point of view.  

What Are Critical Thinking Skills? 

In the last paragraph, we’ve talked about critical thinking as if it’s one unit or process within our cognition. However, the truth is that complex processes, such as critical thinking, are better viewed as a collection or function of many different more basic mental processes, such as attention, logic, memory, etc. 

Unfortunately, when it comes to the mechanism underlying critical thinking, the disagreement among experts is just as strong as with its definition. Different authors identify different skills which they believe are vital for critical thinking. Of course, there’s overlap, and we’ll take a look at the skills and mechanisms which are accepted by most professionals. 

According to Kompf & Bond (2001) , critical thinking involves rationality, reasoning, logic, previous knowledge, metacognition, intelligence, decision making, problem-solving, and a moral component (reflective thinking). 

Rationality and logic are two mechanisms frequently mentioned in other literature, too. This is because for most authors critical thinking is considered to be logically correct thinking . In other words, this would mean that kids who think critically can distinguish between logically true and logically false claims. In practice, critical thinking can be promoted by developing logical reasoning skills such as deduction, induction, and abduction .

However, some authors, such as Kerry S. Walters, argue that logical reasoning is necessary but not sufficient for rationality. Therefore, imagination, conceptual creativity, and intuition are also included in rationality, which might be important to keep in mind, when we discuss the benefits of teaching critical thinking for kids. 

To conclude, the following skills are considered to be part of critical thinking by most experts:

• Comprehension (decode meaning)
• Analysis (identify arguments)
• Inference (draw logically valid conclusions)
• Evaluation (assess the credibility/quality of claims)
• Explanation (present arguments for own conclusions)
• Self-regulation  (self-monitor and self-correct)

How to Develop Critical Thinking?

We’ve already touched upon this topic when we mentioned the practical skills involved in critical thinking. There are a lot of elements that children need to master first, such as logical thinking, mental visualization, deduction, and induction. Then, they need to learn how to use these elements to find patterns, make decisions, and think in a unique way. 

Safe to say, teaching critical thinking skills is a challenge that requires patience and a lot of practical experience. For these reasons, we don’t believe we can do justice to such a complex question in one paragraph, especially considering how important it’s for teachers and homeschooling parents to know where to start and how to make progress. However, we can discuss the development of critical thinking for kids in a separate article, which is exactly what we did! 

If you want to know how to develop critical thinking through practical examples and exercises, check out our article “ 11 Ways to Help Your Child Develop Critical Thinking Skills. ”

And, in the meantime, let’s see why critical thinking is so important for kids!

Why Is Critical Thinking Important for Kids?

We can easily argue that critical thinking is one of the most important elements of literacy! Once children have developed critical thinking they’ll be able to make reasonable judgments, identify problems, come up with solutions, and filter reliable information necessary for independent learning. 

Another way to think about critical thinking is through the concept of digital literacy. Kids receive most of the information online where we can’t control who posts and what. This becomes a problem when we take into consideration that not everyone is qualified to speak or write on a specific topic, or they deliberately spread false information. Critical thinking for kids is a defense mechanism that shields them from becoming victims to such dangers. 

There are many other theoretical considerations and practical examples that illustrate the importance of critical thinking for kids. Let’s go over the most important ones.

What Can Scientific Findings Tell Us?

If we want to make a serious case about the importance of critical skills, we have to go beyond the theories and some teachers’ experiences and take a look at the science. What can we learn from psychological and pedagogical research findings? 

Murawski published a study in the Journal of Learning in Higher Education in 2014 , where she discussed critical thinking in the classroom. According to her, educators who teach students critical thinking skills, give control to students to take over their learning process. In other words, children will then approach the course in a more effective manner, ask more challenging questions, and participate in the learning process more intensely.

However, as Carroll from the University of New Orleans cleverly remarks in his study , even though all teachers agree that basic knowledge and skills are not enough to define student achievement and critical thinking is more than necessary, assessments in almost all of the classrooms included in the study focused on basic knowledge and skills measured through multiple-choice questions. This brings up the issue of how much critical thinking is developed in schools and what are the effects of such variability. 

Ernst & Monroe’s study from 2007, published in the Environmental Education Research Journal , might shed some light on these issues. The authors investigated how environment-based curriculums (EBL) influence the development of critical thinking skills and a disposition toward critical thinking. The results show that, indeed, environment-based learning had a positive effect (improved) on students’ critical thinking skills. 

On the other hand, some evidence from a study in 2001, published in Instructional Science , shows that peer interaction is not effective for improving critical thinking skills. Unfortunately, this further illustrates the fact that critical thinking skills are incredibly complex and many teaching programs might get unsatisfactory results because they use non-effective methods. 

Another interesting take on critical thinking gives Loes et al. in their 2016 study which investigates the relationship between diverse experiences and critical thinking. The authors argue that students will be more likely to engage in effortful and complex modes of thought when they encounter new and unique situations. 

We also have evidence that argument maps improve critical thinking, which in turn make better learners out of students. More specifically, Rider and Thomason (2014 ) investigated the claims and gave support to the claims that students learn to better understand and critique arguments, improve in their reading and writing, and become clearer in their thinking through argument mapping (a method improving critical thinking). 

Finally, another study by Abduljaleel Alwali closely examined the benefits of critical thinking in high school and concluded that critical thinking positively impacts perception, individuality, general analytical skills, academic performance, metacognition, practical applications of theoretical knowledge, and decision-making. 

What do these studies tell us about the importance of critical thinking for kids in general? Keep reading, because everything that we’ve learned from these studies will be summarized and explained in greater detail in our next paragraph.

Benefits of Teaching Critical Thinking for Kids

By now, we’ve seen that there are many findings supporting some, if not all of the benefits associated with critical thinking. While we still need a lot more research to be done before we can completely demystify the neurological basis of critical thinking, it is more than clear that this is an incredibly important cognitive process that could literally change students’ lives. Here’s how!

Critical Thinking Promotes Creative Problem-Solving Skills

In some of the studies, we’ve seen that teachers do not believe that students’ achievements are mirrored only in the knowledge of facts or basic skills. All educators agree there’s more to education, including creativity and learning how to think. Well, teaching critical thinking is one way to go beyond factual knowledge, stimulate creativity, and allow students to look for innovative solutions to common problems. 

Critical Thinking Creates Independence

Another science-backed benefit of critical thinking is control and independence. In other words, students who are curious and are not afraid to question the information they get, usually take initiative and go on their own to find answers. This means that they think more deeply about the topic, want to know more details, and hear other opinions before making conclusions. All of this makes them more independent, as they’ll seek information beyond what’s given to them by the teacher, which is the first step toward independent learning. 

Critical Thinking Promotes Curiosity

The basis of continuous independent learning is curiosity. For a child to learn on their own, they need to be internally motivated, which is always associated with curiosity, one way or another. Moreover, the nature of critical thinking means to evaluate information by questioning aspects of it and relating it with previous knowledge. This is a very intense mental process that requires intentionality. If kids are not curious or internally motivated, chances are they won’t think too deeply about the issue. Teaching critical thinking is one way to make kids more curious about knowledge in general. 

Critical Thinking Stimulates Metacognition

Metacognition is a cognitive process that refers to one’s ability to think about thinking. It sounds a little weird, but it’s very simple. Because we have metacognition we’re aware of our own mental processes. We know whether we understand something and how we perform based on self-monitoring. It’s also the ability to see ourselves as thinkers or learners. How is it associated with critical thinking? Well, questioning and challenging information are only possible under the assumption that we are aware of how these pieces of information relate to our previous knowledge. It also entails questioning ourselves and finding new relations between the things we’ve learned before. This is why thinking critically means to use and practice metacognition. 

Critical Thinking Creates Resilience

Finally, one of the most important practical applications of critical thinking skills is improved literacy, which makes kids more resilient to manipulation, brainwashing, false information, and other dangers that lurk on the internet and in-person in the form of peer pressure, bullying, and more. Kids will have the ability to better analyse the situation and ultimately make better decisions. 

More generally, if we think of resilience as an ability to solve and overcome problems, then we can also argue that since critical thinking improves problem-solving skills, it acts as a protective factor for students in both educational and social contexts.

Before You Go

Critical thinking for kids is a truly essential topic that deserves more attention. As we’ve seen, critical thinking is associated with many other cognitive skills important for academic success, but also life in general. If educators dedicate more time for developing critical thinking skills, they can help students become more engaged in the learning process, independent, and efficient problem-solvers.

In case you’re wondering how you can achieve that in your classroom, let us remind you to check out our article on developing critical thinking skills among children. There, we’ve shared many different practical examples and exercises you can easily incorporate in the classroom. 

Furthermore, visit our main website and browse through our large collection of worksheet packs . Most of our resources are interactive and promote critical thinking skills in children through the exercises included in each topic.

Plus, make sure to follow our blog by subscribing to our newsletter . We regularly share insightful guides that break down complex topics, such as critical thinking for kids, in a clear and easy to read tone. This way, you can stay up to date with all the new trends and teaching practices in education, without losing yourself in the sea of information online. 

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12 Critical Thinking Activities for Kids

By: Author Tanja McIlroy

Posted on Last updated: 9 April 2024

Categories Early Literacy

Critical thinking is a valuable skill and one that young children should be actively taught. The best way to teach this to preschoolers and kindergarteners is through play activities, discussions and stories.

In this article, I’ll share some basic critical thinking activities for kids.

What is Critical Thinking?

Critical thinking is one of the higher-order thinking skills and is the process of analyzing information using logic, reasoning and creativity, in order to understand things and draw conclusions. [ source ]

Critical Thinking Activities for Preschoolers and Kindergarteners

The preschool years are the time to stimulate your children with fun games and activities that will stretch their imaginations and their ability to think critically.

These 12 critical thinking games for kids are screen-free, traditional games that can be played with your preschooler anywhere, and with no prep.

The traditional game of I Spy can be played in many ways e.g. spying objects based on initial sounds ( teaching letters ) or colours ( colour recognition ).

To test your child’s thinking, play this game by using descriptive clues that don’t involve sounds or colours.

• I spy with my little eye something that’s soft, round and can be thrown.
• I spy with my little eye something that grows, is smooth and is found on trees.

2. Build a Story

This game is about creative thinking and language development.

Start by making up an introduction to a story:

Once upon a time, there was a little grey cat.

Your child then adds a sentence to the story, thus changing the direction of the story:

The little grey cat was lost in the woods.

Then you add a sentence and so the story continues:

Suddenly, he heard a whisper behind him and he froze.

This game usually ends in fits of laughter and a ridiculous story but uses a lot of brainpower and imagination.

3. Rhyming Game

Play this rhyming game by challenging your child to think of words that rhyme with an easy word such as cat or tap. This game is great for developing auditory perception .

Say a sentence such as “ I have a …” or “ I see a …” and add in a simple word such as cat . Your child then responds with the same sentence using an appropriate rhyming word and you continue the game until you run out of words together.

Then choose a new word.

You: I see a cat .

Child: I see a rat .

You: I see a mat .

Child: I see a hat .

4. How Many Can You Think of?

This game challenges children to think of words that fit into a theme or category.

Choose a category, such as colours , and put a timer on for one minute. Ask your child to name as many words as they can that fit into the category, without repeating any.

Write down the words as they are said and count the total at the end. Your child will be motivated to beat the total in the next round.

Try these fun category games too.

5. Matchstick Buildings

Build 3D structures out of matchsticks and a variety of materials that can be used to join the edges – e.g. Prestik, Blu Tack, jelly sweets, little marshmallows, tape, playdough , glue, etc.

This will teach some technology skills and encourage planning, thinking and problem-solving as your child tries to figure out how to join parts together and make things stand, balance or hold in a particular position.

6. Cloud Stories

Every child will enjoy this activity. Go outside on a nice cloudy day, lie next to each other on the grass and look for pictures in the clouds.

Once you have found a few, encourage your child to tell a story by tying all the pictures together.

7. Lego Theme

You could ask your child to build a farm theme, complete with animals and farmhouses, and then ask them to build a space station. You will be surprised by how creative children can be when challenged to think of ways to create.

8. Tangrams

Ask your child to use the shapes to create a particular image, e.g. a specific animal, and give no direction. Your child must think about how to build various parts of a body by joining shapes together.

9.  Tic-Tac-Toe

This game, also known as noughts and crosses is an excellent thinking skills game and also develops planning skills.

Draw a simple table like the one above on paper or a chalkboard. Take turns to add a nought or a cross to the table and see who can make a row of three first.

Your child will probably catch on in no time and start thinking carefully before placing their symbol.

This game can also be played with coloured counters or different objects.

10. What is it?

Hold an object or toy behind your back. Your child must guess what it is by asking questions to extract clues.

Have your child hide an item first so you can model the kinds of questions allowed. Then swap and let your child formulate questions. With time, your child will learn how to ask targeted questions that narrow down the options.

• Is it soft or hard?
• Can I eat it?
• Can it fit in my hand?
• Does it make a sound?

11. Hide and Seek

In this game of Hide and Seek an object is hidden instead of a person.

This is a variation of the game above and involves giving directions or clues for where the object is hidden.

Hide the object then provide clues such as:

• It is far from here.
• It is outside the house.
• There is water near it.
• It is in the shade.

These clues can be easy or challenging, depending on your child’s age and ability to think.

12. What Really Happened?

This game works on imagination, creativity and thinking skills. Choose a story your child enjoys reading and knows well but have him/her make up an alternative ending to the story.

For example, Little Red Riding Hood goes into the woods with her basket but gets lost on the way and cannot find her grandmother’s house. What happens next?

Encourage your child to think of solutions to problems encountered along the way and ideas for how the characters can deal with certain situations.

I hope you’ve enjoyed these ideas!

Are you a preschool teacher or working in Early Childhood Education? Would you like to receive regular emails with useful tips and play-based activity ideas to try with your children? Sign up for the newsletter!

For a simple way to develop higher-order thinking skills, ask your children these thinking questions during story time .

This site uses Akismet to reduce spam. Learn how your comment data is processed .

Sunday 15th of October 2023

I am a resource teacher and have been looking for these types of activities to use for my classes. I am excited to see how my students will respond...

Thank you so much for sharing...

Tanja Mcilroy

Monday 16th of October 2023

You're welcome, Lyn!

Tuesday 8th of August 2023

What a fantastic article on critical thinking activities for kids! As a parent, I'm always on the lookout for engaging ways to nurture my child's cognitive development. These 12 activities for preschoolers and kindergarteners truly resonate with me. The way you've explained each game, from I Spy to Cloud Stories, makes it easy to understand how they stimulate creative thinking and problem-solving skills.

Moreover, I found your insights on using higher-order thinking skills during storytime incredibly valuable. Encouraging kids to predict, infer, and analyze while reading is such a powerful way to enhance their cognitive abilities.

As I was reading your article, I couldn't help but think about another great resource that complements your ideas perfectly. It's an article called "Empower Your Child's Learning with Playful Critical Thinking Activities," and you can find it here: link. This article dives deeper into playful activities that foster critical thinking in kids and aligns perfectly with your approach.

Thank you for sharing your expertise and insights – your work is greatly appreciated by parents like me who are passionate about our children's development! 🌟

Wednesday 9th of August 2023

Thanks for your kind comment, Marina!

Connie Strand

Saturday 22nd of June 2019

Tanja , I have enjoyed all the articles you have written! The background information is so very important. Why we teach certain concepts along with the activities ,I think, has been invaluable! I hope other parents, educators and people involved with little ones, appreciate the extensive job you have done. Sincerely, Connie

Sunday 23rd of June 2019

Hi Connie, thank you so much for your kind words. I love writing about how young minds learn and it's wonderful when parents and teachers get involved and really understand the value of play for their children. Enjoy the journey! Tanja

Wednesday 20th of February 2019

I m very much satisfied with your ansure do u take sessions I need to meet u personaly so u can help me more about my daughter eira thank you very much

Hi Minaz, thank you for your comment. You are welcome to email me your queries at [email protected]

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23 Activities to Develop Critical Thinking Skills in Children

Are you looking for ways to help your child become a better problem solver and decision maker?

Do you want to prepare them for success in the 21st century, where critical thinking skills are highly valued?

Look no further, because in this post we will share 23 engaging activities that can help your child develop critical thinking skills. From puzzles and games to real-life scenarios and creative challenges, these activities will not only enhance your child’s thinking abilities but also keep them entertained and curious. As a parent, it is important to give your child the tools they need to succeed, and critical thinking skills are a vital part of that toolkit.

So, let’s dive in and discover some fun and effective ways to help your child develop critical thinking skills!

Table of Contents

What is critical thinking skills?

Critical thinking is a cognitive process that involves analyzing, evaluating, and synthesizing information to make informed decisions and solve problems effectively. It involves the ability to question assumptions, examine evidence, and consider multiple perspectives to arrive at logical and evidence-based conclusions.

For example, when playing a game of chess, a player must analyze the board, anticipate their opponent’s moves, and make strategic decisions based on the available information. Similarly, when conducting research, an individual must evaluate the credibility and reliability of sources and synthesize information to form a coherent argument.

Importance of developing critical thinking skills in children

Developing critical thinking skills in children is crucial for their overall cognitive and social-emotional development. Research has shown that children who possess strong critical thinking skills are better equipped to make sound decisions, solve complex problems, and communicate effectively with others.

One study conducted by the University of California, Los Angeles found that students who received training in critical thinking showed significant improvements in their reading and writing abilities. These students also demonstrated higher levels of creativity and were better able to understand and analyze complex issues.

In addition, developing critical thinking skills can help children become more independent and confident in their decision-making abilities. They learn to evaluate information and evidence, identify biases, and consider different perspectives before making a decision. This can lead to a greater sense of self-awareness and a better understanding of their own strengths and weaknesses.

Furthermore, critical thinking skills are essential in today’s rapidly changing world. As technology continues to advance and the job market evolves, individuals who possess strong critical thinking skills are more likely to succeed. They are better equipped to adapt to new challenges and to identify new opportunities.

Overall, the development of critical thinking skills is essential for children’s long-term success and well-being. By providing them with opportunities to practice critical thinking skills through various activities and experiences, parents and educators can help children become effective problem solvers, communicators, and decision-makers.

Recommended reading:  How To Teach Your Child To Think Out Of The Box

Recommended reading: 9 Fun Activities to Build Listening Skills in Children

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Activities to develop critical thinking skills in children

Critical thinking skills can be developed through various activities that require individuals to analyze and evaluate information, develop hypotheses, and test their ideas using evidence.

• Read Books Together: Reading books with children helps to develop their critical thinking skills. Encourage them to ask questions about the story, analyze the characters’ actions, and make predictions about the outcome.
• Board Games: Board games are a fun way to develop critical thinking skills in children. Games such as chess, checkers, and monopoly require children to think strategically and make decisions based on the outcome of their moves. Playing board games also encourages children to think creatively and come up with unique solutions to problems.
• Encourage Questions: Encourage children to ask questions about the world around them. This can help them to develop their analytical skills and learn how to evaluate information.
• Play “What If” Games: “What If” games encourage children to think creatively and critically. For example, ask them what they would do if they were stranded on a deserted island or if they could travel through time.
• Brainstorm Solutions: Encourage children to brainstorm solutions to problems they encounter. This can help them develop their problem-solving skills and learn how to think critically.
• Mind Mapping: Mind mapping is a great activity to improve critical thinking skills in children. It helps children to organize their ideas and think creatively. Give your child a topic and ask them to create a mind map by writing down all their thoughts and ideas related to the topic. This activity can help your child to improve their brainstorming skills and connect different ideas.
• Play Sudoku: Sudoku is a logic-based game that requires critical thinking skills. It requires children to think logically and use deductive reasoning to solve a problem. Sudoku puzzles can be found in many newspapers and online.
• Conduct Research: Encourage children to conduct research on a topic that interests them. This can help them develop their analytical skills and learn how to evaluate information.
• Watch Documentaries: Documentaries are a great way to develop critical thinking skills in children. Encourage them to ask questions about the information presented and analyze the content.
• Play “What’s Missing”: “What’s Missing” is a memory game that requires children to think critically and remember information. For example, lay out several objects and ask them to identify which one is missing.
• Play “I Spy”: “I Spy” is a game that requires children to think critically and observe their surroundings. It can help develop their analytical and problem-solving skills.
• Play Charades: Charades is a game that requires children to think creatively and critically. It helps develop their problem-solving and analytical skills.
• Play “20 Questions”: “20 Questions” is a game that requires children to ask questions and think critically. It can help them develop their analytical and problem-solving skills.
• Play “Would You Rather”: “Would You Rather” is a game that encourages children to think critically and make informed decisions. It helps them develop their problem-solving skills.
• Play “Spot the Differences”: “Spot the Differences” is a game that requires children to think critically and observe their surroundings. It helps develop their analytical skills.
• Play “Who Am I”: “Who Am I” is a game that requires children to think critically and ask questions. It helps develop their analytical and problem-solving skills.
• Write Stories: Encourage children to write stories that require critical thinking skills. For example, they could be asked to create a story that involves problem-solving, decision-making, or predicting an outcome. This activity encourages children to think creatively and come up with unique solutions to problems, helping them develop their critical thinking skills.
• Science Experiments: Science experiments are a fun way to develop critical thinking skills in children by encouraging them to ask questions, analyze data, and draw conclusions.. Encourage children to think about the scientific method and predict what will happen during an experiment. This encourages children to think about cause and effect and develops their critical thinking skills.
• Mystery Box: A mystery box is a great way to develop critical thinking skills in children. Place a number of items in a box and ask children to guess what the items are based on their shape, texture, and weight. This activity encourages children to think creatively and use deductive reasoning to solve a problem.
• Coding: Coding is a great way to develop critical thinking skills in children. It requires children to think logically and use deductive reasoning to solve problems. There are many online resources available that teach children how to code.
• Debate: Debating is a great way to develop critical thinking skills in children. It requires children to think critically and come up with logical arguments to support their position. Debating also helps children develop their communication skills and learn how to express their thoughts and opinions effectively.
• Brain Teasers: Brain teasers are a fun way to develop critical thinking skills in children. They require children to think creatively and use deductive reasoning to solve problems. Brain teasers can be found in many puzzle books and online.
• Puzzles: Puzzles are an excellent way to enhance critical thinking skills in children. Give your child puzzles that require them to use their logical reasoning, problem-solving, and spatial reasoning skills. Puzzles can be in the form of jigsaw puzzles, crossword puzzles, or any other puzzle that requires critical thinking.

By incorporating these activities into your child’s daily routine, you can help them to develop critical thinking skills that will benefit them throughout their lives. These activities can be a fun and engaging way for children to learn and develop their cognitive skills.

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Creative and Critical Thinking in Early Childhood

• First Online: 02 January 2023

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• Nicole Leggett 3 , 4  

Part of the book series: Integrated Science ((IS,volume 13))

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Early childhood (from prenatal to eight years of life) is the most important period of growth in human development, with peak synaptic activity in all brain regions occurring in the first ten years of life. This time-sensitive course of brain development results in different functions emerging at different times. It is during the preschool years that sensitive periods for cognitive development are formed, in particular, creative and critical thinking skills. Sociocultural perspectives ascertain that a child’s cognition is co-constructed through the social environment. This chapter draws from Vygotsky’s sociocultural cognitive theory and creative imagination theory to explain the processes involved as young children generate new knowledge. Examples from children’s interactions in social learning environments are presented, demonstrating how children think creatively and critically as they solve problems and seek meaning through play and imagination.

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Collaborative problem-solving.

(Photography by Nicole Leggett).

Creativity is intelligence having fun. Albert Einstein

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Leggett, N. (2022). Creative and Critical Thinking in Early Childhood. In: Rezaei, N. (eds) Integrated Education and Learning. Integrated Science, vol 13. Springer, Cham. https://doi.org/10.1007/978-3-031-15963-3_7

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The development of the reasoning brain and how to foster logical reasoning skills

Early childhood development / Effective lifelong learning / Learning mathematics

Executive summary

Learning to reason logically is necessary for the growth of critical and scientific thinking in children. Yet, both psychological and neural evidence indicates that logical reasoning is hard even for educated adults. Here, we examine the factors that scaffold the emergence of logical reasoning in children. Evidence suggests that the development of reasoning with concrete information can be accounted for by the development of both world knowledge and self-regulation. The transition from concrete to abstract reasoning, however, is a challenge for children. Children’s development of reasoning may be supported by encouraging both divergent thinking and reasoning at levels of abstraction that are just above reasoners’ current levels, alongside activities in which children reason with others.

Introduction

It is often argued that one of the most fundamental goals of education is to nurture critical thinking, that is, to teach children to employ good reasoning skills when developing their beliefs. Therefore, fostering logical reasoning should be an important goal for education: Children should learn to provide logical reasons for their opinions and should be able to distinguish between good and bad arguments. This is likely to be important for their effective exercise of citizenship as adults. For example, logical reasoning could tell you that it is unwarranted to conclude “All Muslims are terrorists” from the assertions “All the 9/11 perpetrators are Muslims” and “All the 9/11 perpetrators are terrorists.” Yet, many educated adults still draw such a conclusion, most likely because fear and bias can overcome rational thinking. This suggests that logical reasoning is hard even for educated adults, a conclusion that is supported by a wealth of psychological studies. Perhaps the most striking demonstration of the difficulty of logical reasoning was discovered by the psychologist Peter Wason in 1966 1 . Wason designed a task in which he presented participants with four playing cards, each with a letter on one side and a number on the other side. For example, the cards could be as follow:

A         B         2          3

Participants were then shown the conditional rule “If a card has the letter A on one side, then it has the number 2 on the other side.” The task consisted of selecting those cards that had to be turned over to discover whether the rule was true or false. Since Wason’s study, that task has been performed many times, and the results are always the same. Most people select either the A card alone or sometimes both the cards A and 2. However, very few adults, even highly educated, typically choose the 3 card. This is despite the fact that discovering what is on the other side of the 3 card is necessary to evaluate whether the rule is true or false (i.e., if there is an A on the other side of the 3, the rule is false). This reasoning failure has puzzled psychologists for decades because it questions the long-standing assumption that human beings are inherently rational. Why is it so hard for participants to select the 3 card? Neuroscience research suggests that it is because it is much more difficult for the brain to focus on the elements that are absent from the rule (e.g., 3) than on the elements that are present (e.g., A) 2 . Thus, selecting the 3 card requires much more extensive brain activation in several brain regions (primarily involved in attention and concentration) to overcome that tendency (see Figure 1). So, how can we get people to activate more of their reasoning brain and act more rationally on this task? One of the first ideas that comes to mind would be to teach them logic. Cheng and colleagues 3 have tested this. The researchers presented the Wason selection task to college students before and after they took a whole-semester introductory class in logic (about 40 hours of lectures). Surprisingly, they found no difference in the students’ poor performance between the beginning and the end of the semester. In other words, a whole semester of learning about logic did not help students make any less error on the task! What, then, can train the reasoning brain? To answer that question, it is interesting to turn to what we know about the development of logical reasoning in children.

Figure 1. The reasoning brain. Location of the brain regions (in red, blue, and white) that are activated when participants reason with elements that are not present in the rule in the Wason card task. Activations are displayed on pictures of the brain taken using a magnetic resonance imaging scanner. (Reproduced from Ref. 2 )

The development of concrete logical reasoning in children

It is clear that even young children can use some logical reasoning when concrete information is involved. For instance, most 6-year-olds can draw the conclusion “The person is hurt” from the statements “If the person breaks his arm, the person will be hurt” and “The person breaks his arm.” However, the reasoning abilities of young children are limited. For example, many 6-year-olds would also draw the conclusion “The person broke his arm” from the statements “If the person breaks his arm, the person will be hurt” and “The person is hurt.” This, however, is an invalid conclusion because there may be many other reasons why a person could be hurt. Children will progressively understand this and will make this type of reasoning error less and less as they get older. By the time they reach the end of elementary school, most children are able to refrain from concluding “The person broke his arm” from the statements “If the person breaks his arm, the person will be hurt” and “The person is hurt” 4 . Critically, this increased reasoning ability is mirrored by an increase in the ability to think about alternate causes for a given consequence. For example, older children are much more able than younger children to think about the many other reasons why someone would be hurt, like getting sick, breaking a leg, cutting a finger, etc. In other words, better reasoning ability with age is associated with a better ability to consider alternatives from stored knowledge. Clearly, however, children differ in terms of what they know about the world. This predicts that those who have better world knowledge and can think about more alternatives should be better reasoners than the others. And this is exactly what has been shown in several studies 4 .

Interestingly, the importance of world knowledge for reasoning has a paradoxical effect: It can make children poorer reasoners on some occasions. For example, children who can think about a lot of alternatives would be less inclined to draw the logically valid conclusion “The person will be tired” from the statements “If a person goes to sleep late, then he will be tired” and “The person goes to sleep late.” This is because a child with significant world knowledge can think of several circumstances that would make the conclusion unwarranted, such as waking up later the next day. Thus, more world knowledge needs to be associated with more ability to suppress the alternatives that might come to mind if the task requires it. This self-regulation ability relies on a part of the brain that also massively develops during childhood, i.e., the prefrontal cortex (see Figure 2). Overall, then, the development of concrete logical reasoning in children can be largely accounted for by the development of both world knowledge and self-regulation skills that are associated with the frontal cortex.

Figure 2. The prefrontal cortex. Location of the prefrontal cortex on a 3D rendering of the human brain. Polygon data were generated by Database Center for Life Science(DBCLS),  distributed under a CC-BY-SA-2.1-jp license.

From concrete to abstract reasoning

There is, however, an important difference between the reasoning skills described above and the task developed by Peter Wason about the four cards. What we just described relates to reasoning with very concrete information, whereas the card task involves reasoning with purely abstract information. Abstract reasoning is difficult because it requires one to manipulate information without any referent in the real world. Knowledge is of no help. In fact, neuroscience research indicates that abstract and concrete reasoning rely on two different parts of the brain 5 (see Figure 3). The ability to reason logically with an abstract premise is generally only found during late adolescence 4 . Transitioning from concrete to abstract reasoning may require extensive practice with concrete reasoning. With mastery, children may extract from the reasoning process abstract strategies that could be applied to abstract information. A recent study, however, suggests a trick to help facilitate this transition in children 6 . The researchers discovered that abstract reasoning in 12- to 15-year-olds is much improved when these adolescents are previously engaged in a task in which they have to reason with information that is concrete but empirically false, such as “If a shirt is rubbed with mud, then the shirt will be clean.” No such effect was observed when adolescents are asked to reason with concrete information that is empirically true, such as “If a shirt is washed with detergent, then the shirt will be clean.” Therefore, reasoning with information that contradicts what we know about the world might constitute an intermediary step in transitioning from concrete to abstract reasoning.

Figure 3. Brain regions activated when reasoning with concrete (left) and abstract (right) information. Activations are displayed on pictures of the brain taken using a magnetic resonance imaging scanner. (Reproduced from Ref. 5 )

What can we do to foster logical reasoning skills?

What, then, can we do to help foster the development of logical reasoning skills in children? The research described above suggests several potentially fruitful ways. First, it is clear that the development of concrete reasoning—the very first type of reasoning children can engage in—relies on an increased ability to think about counter-examples for a given statement. This implies that knowledge about the world is critical to the emergence of logical reasoning in children, at least when concrete information is involved. Therefore, all activities that would expand such world knowledge (e.g., reading informational books, learning new vocabulary, exploring new environments and places) are likely to be beneficial to the development of children’s reasoning skills. Second, it is important to consider that the more world knowledge a child possesses, the more he/she will need to juggle with this knowledge. For example, generating counter-examples when solving a reasoning problem will require maintaining pieces of information in memory for a short period of time, a type of memory called working memory . World knowledge can also sometimes be detrimental to reasoning and needs to be inhibited , such as when recognizing that the conclusion “The person will be tired” logically follows from the statements “If a person goes to sleep late, then he will be tired” and “The person goes to sleep late” (even if one might think of several conditions that would make the conclusion untrue based on what we know about the world). Fostering these types of self-regulation skills (working memory and inhibition) should thus be beneficial to the development of logical reasoning. Several studies suggest that these functions could be promoted by targeting children’s emotional and social development, such as in curricula involving social pretend play (requiring children to act out of character and adjusting to improvisation of others), self-discipline, orderliness, and meditation exercises 7 . Studies also indicate positive effects of various physical activities emphasizing self-control and mindfulness, such as yoga or traditional martial arts 7 . Third, studies indicate that the transition from concrete to abstract reasoning occurring around adolescence is challenging. Although more research is needed in this domain, one promising way to help this transition is by encouraging children’s thinking about alternatives with content that contradicts what they know about the world (e.g., “If a shirt is rubbed with mud, then the shirt will be clean”). In sum, as stated by Henry Markovits, “the best way to encourage the development of more abstract ways of logical reasoning is to gradually encourage both divergent thinking and reasoning at levels of abstraction that are just above reasoners’ current levels” 4 .

Fostering the development of logical reasoning should be an important goal of education. Yet, studies indicate that logical reasoning is hard even for educated adults and relies on the activation of an extensive network of brain regions. Neuroscience studies also demonstrate that reasoning with concrete information involves brain regions that qualitatively differ from those involved in reasoning with more abstract information, explaining why transitioning from concrete to abstract reasoning is challenging for children. We nonetheless reviewed here the more recent research on the development of reasoning skills and suggest several important factors that scaffold children’s reasoning abilities, such as world knowledge and self-regulation functions. On a final note, it is important to consider that logical reasoning is not something that we always do on our own, isolated from our peers. In fact, some have argued that the very function of reasoning is to argue with our peers (i.e., to find the best arguments to convince others and to evaluate arguments made by others) 8 . This idea is interesting from an educational point of view because it suggests that reasoning with others might be easier than reasoning in isolation—a hypothesis validated by several studies. For example, performance on the card task developed by Peter Wason is much higher when participants solve it as a group rather than alone 8 . Therefore, encouraging activities in which children reason with others might also be a fruitful avenue for stimulating the reasoning brain.

• Wason, P. C. Reasoning. In New Horizons in Psychology (ed. Foss, B. M.). (Penguin: Harmondsworth, 1966).
• Prado, J., & Noveck, I. A. Overcoming perceptual features in logical reasoning: A parametric functional magnetic resonance imaging study. J Cogn Neurosci . 19(4): 642-57 (2007).
• Cheng, P. W. et al. Pragmatic versus syntactic approaches to training deductive reasoning. Cogn Psychol . 18(3): 293-328 (1986).
• Markovits, H. How to develop a logical reasoner. In The Developmental Psychology of Reasoning and Decision-Making (ed. Markovits, H.) 148-164. (Psychology Press: Hove, UK, 2014).
• Goel, V. Anatomy of deductive reasoning. Trends Cogn. Sci. (Reg. Ed.) 11(10): 435-41 (2007).
• Markovits, H., & Lortie-Forgues, H. Conditional reasoning with false premises facilitates the transition between familiar and abstract reasoning. Child Development 82(2): 646-660 (2011).
• Diamond, A., & Lee, K. Interventions shown to aid executive function development in children 4 to 12 years old. Science 333(6045): 959-964 (2011).
• Mercier, H., & Sperber, D. Why do humans reason? Arguments for an argumentative theory. Behav Brain Sci . 34(2): 57-74; discussion 74-111 (2011).

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Home > Learning & Development

Learning and Development

Thinking Skills

• Written By: Pamela May
• Subject: Cognitive development
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Supporting young children’s developing thinking skills will open up lifelong learning opportunities, says Pamela May…

“Why are the trees empty?” That question was posed to me by a curious three-year-old as we walked together through the orchard behind my house one winter’s afternoon. Brainteasers such as these are often asked by very young children, and all of us will have our own memories of similar delightful and often original and unexpected examples of childhood curiosity. Although we may smile inwardly at the way in which these questions are phrased, we answer them with all the clarity and honesty that we can muster, as we recognise their importance to the child’s developing ability to notice, to understand and to reason. Their ability to notice what happens in the world around them is a key element in the development of the good thinking skills that they will need to become successful learners. Every scientist, designer, writer, cook or crafts person needs to be able to notice small changes in what they see in the course of their work, and to be able to respond in thoughtful and measured ways to what they see. It is then possible to make reasoned judgements and achieve understanding as a result of what they have noticed.

This process of cultivating a thoughtful approach to life begins in the cradle with loving and respectful exchanges between carer and baby. The baby who experiences being involved in conversations, and being sung and read to by adults who enjoy her company, knows from early on that her feelings and ideas are important to those she loves. From this starting point grows the understanding that the world works to patterns that she can understand and play an active part in shaping. By being interdependent with trustful adults, the very young child will move towards becoming independent and gaining the self-confidence to make suggestions, express ideas and make choices that she knows will be valued.

Children who experience being loved, cherished and responded to will flourish in all areas of their development . For example, in emotional development, the confident learner will begin to empathise with others and to understand how others may be feeling. In their cognitive development they will begin playing with the concept of symbolism, realising that one thing can represent something else in a game. This opens up a whole new world of possibilities as the idea of ‘what if?’, rather than ‘what is’, is played out in imaginative role play games.

Positive habits

The type of experiences that a child needs to have access to in order to encourage the fostering of successful learning habits are enshrined within the EYFS . It states that a number of characteristics are highlighted, describing factors arising within the child which play a central role in learning, and in becoming an effective learner. Ways of learning that support these characteristics have been grouped within the EYFS commitments and are:

● playing and exploring;

● active learning;

● creating and thinking critically.

So crucial are these characteristics that they now form a part of the Early Years Profile, and practitioners need to consider and comment on how their key children are progressing in the development of these aspects. Again, as the EYFS rightly says, these learning characteristics are about processes rather than outcomes. The suggestion is that practitioners will notice how children are learning by noticing the attitudes they see. Observable attitudes in children that would suggest they are developing these characteristics might be:

● concentration;

● persistence;

● questioning;

● enthusiasm for new learning;

● the ability to seek help;

● using their initiative to solve problems;

● being prepared to have a go;

● coping with failure;

● applying what they know to new situations;

● enjoying success;

● being able to plan and review activities.

Practitioners can support children’s developing positive habits of learning in two major ways. Firstly, the learning environment needs to have interesting and challenging elements in it that will unlock children’s natural propensity to be curious and to explore. The setting that will unlock children’s characteristics of effective learning will be a place where, although routines and carers remain constant, sometimes surprising things happen, sometimes things go wrong or there are unexpected outcomes. In the outside area, for example, there will be a balance between safety and challenge, with nooks and crannies to be explored, holes to be dug, something to climb and somewhere to hide. Children will be encouraged to choose their own activities, to be either inside or outside, combine different pieces of equipment and use them for their own purposes.

Responsive adults will be on hand to engage in the sustained shared thinking that might lead in many different directions, all unknown at the outset but all rich with possibilities. What has been learned before can be applied to new situations, and children can begin to build on earlier experiences to plan and predict their next course of action.

This type of learning environment is an exciting place to be for both adults and children. The emphasis here is not so much on the body of knowledge being learned as the processes of positive learning styles that are being encouraged. Happily, though, in my experience this is not an either/or situation. For where children are realistically challenged and confidently engaged in their learning, their knowledge base increases significantly as they discover important things that must be practised, experimented with, recorded or recalled in a range of ways.

Thinking skills

The second role for the adult in supporting the development of critical thinking is the teaching of skills that children will need to use when they are tackling something new and need a high level of cognitive functioning to succeed. Think, for example, of the four-year-old boy at the creative area of his setting who wants to make a car from the boxes, paper, glue, scissors and stapler that are available. What skills does he need? He will need a good memory of what a car looks like. He will need to be able to match the picture in his head to what might be possible from the equipment he can see that he has at his disposal. He will need, probably, all of the characteristics of effective learning listed above as well as a key person who knows him well and can sensitively share in this project in a supportive role.

Skills, such as the development of memory, the ability to predict and the ability to plan and to persist can all be taught through games, rhymes and stories, routines and conversations with young children. What is needed is a recognition by practitioners that these skills are vital for children to acquire in order for them to make the most of their learning opportunities. They are, incidentally, not just useful skills for a child to possess, but, once securely available for everyday use, become the habits of mind that lead to creativity and to what is often known as a positive disposition to learning.

Children who have gained these high order thinking skills are sometimes referred to as ‘mastery’ learners; that is, children who see complex new learning as a realistic challenge and an achievable goal. They believe that they are intrinsically able, by effort, to experience success and they steadily grow in confidence and competence. It is within the early years setting that such habits of mind can be introduced and nurtured. Early years practitioners with a sound understanding of child development are thus perfectly placed to instil a lifelong love of learning in the children in their care.

Pamela May is the author of The Thinking Child: Laying the foundations of understanding and competence .

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Cognitive Development in the Teen Years

What is cognitive development.

Cognitive development means the growth of a child’s ability to think and reason. This growth happens differently from ages 6 to 12, and from ages 12 to 18.

Children ages 6 to 12 years old develop the ability to think in concrete ways. These are called concrete operations. These things are called concrete because they’re done around objects and events. This includes knowing how to:

Combine (add)

Separate (subtract or divide)

Order (alphabetize and sort)

Transform objects and actions (change things, such as 5 pennies = 1 nickel)

Ages 12 to 18 is called adolescence. Kids and teens in this age group do more complex thinking. This type of thinking is also known as formal logical operations. This includes the ability to:

Do abstract thinking. This means thinking about possibilities.

Reason from known principles. This means forming own new ideas or questions.

Consider many points of view. This means to compare or debate ideas or opinions.

Think about the process of thinking. This means being aware of the act of thought processes.

How cognitive growth happens during the teen years

From ages 12 to 18, children grow in the way they think. They move from concrete thinking to formal logical operations. It’s important to note that:

Each child moves ahead at their own rate in their ability to think in more complex ways.

Each child develops their own view of the world.

Some children may be able to use logical operations in schoolwork long before they can use them for personal problems.

When emotional issues come up, they can cause problems with a child’s ability to think in complex ways.

The ability to consider possibilities and facts may affect decision-making. This can happen in either positive or negative ways.

Types of cognitive growth through the years

A child in early adolescence:

Uses more complex thinking focused on personal decision-making in school and at home

Begins to show use of formal logical operations in schoolwork

Begins to question authority and society's standards

Begins to form and speak his or her own thoughts and views on many topics. You may hear your child talk about which sports or groups he or she prefers, what kinds of personal appearance is attractive, and what parental rules should be changed.

A child in middle adolescence:

Has some experience in using more complex thinking processes

Expands thinking to include more philosophical and futuristic concerns

Often questions more extensively

Often analyzes more extensively

Thinks about and begins to form his or her own code of ethics (for example, What do I think is right?)

Thinks about different possibilities and begins to develop own identity (for example, Who am I? )

Thinks about and begins to systematically consider possible future goals (for example, What do I want? )

Thinks about and begins to make his or her own plans

Begins to think long-term

Uses systematic thinking and begins to influence relationships with others

A child in late adolescence:

Uses complex thinking to focus on less self-centered concepts and personal decision-making

Has increased thoughts about more global concepts, such as justice, history, politics, and patriotism

Often develops idealistic views on specific topics or concerns

May debate and develop intolerance of opposing views

Begins to focus thinking on making career decisions

Begins to focus thinking on their emerging role in adult society

How you can encourage healthy cognitive growth

To help encourage positive and healthy cognitive growth in your teen, you can:

Include him or her in discussions about a variety of topics, issues, and current events.

Encourage your child to share ideas and thoughts with you.

Encourage your teen to think independently and develop his or her own ideas.

Help your child in setting goals.

Challenge him or her to think about possibilities for the future.

Compliment and praise your teen for well-thought-out decisions.

Help him or her in re-evaluating poorly made decisions.

If you have concerns about your child's cognitive development, talk with your child's healthcare provider. 

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Major Domains in Child Development

There are four major developmental domains: physical, cognitive, language, and social-emotional. As children grow, they develop skills in all areas.

What Are Developmental Domains?

Physical developmental domain.

• Cognitive Developmental Domain
• Social and Emotional Developmental Domain
• Language Developmental Domain

Developmental Domain Delays

When to talk to a health care provider.

A child's development is a multi-faceted process comprised of growth, regression, and change in different domains. These domains include physical , cognitive, socio-emotional, and language development.

Acquiring and mastering skills in certain domains may appear more prominent during specific stages of life. Yet kids virtually always experience some degree of change in all domains as they grow.

Learn more about developmental domains, what to expect in the major areas of development, and when to contact a health care provider.

Phil Boorman / Getty Images

When discussing human development, the word "domain" refers to specific aspects of growth and change. The major domains of development are physical ( fine motor and gross motor skills ), cognitive, language, and social-emotional.

Children often experience a significant and obvious change in one domain at a time. For example, if a baby is focusing on learning to walk , which is in the physical domain, you may not notice as much language development or new words until they have mastered walking.

It might seem like a particular domain is the only one experiencing developmental change during different periods of a child's life. But change typically occurs in the other domains as well—just more gradually and less prominently.

The physical domain covers the development of physical changes, which includes the following:

• Growing in size and strength

Gross motor skills

Fine motor skills.

• Development of the senses

When young, children are learning how to perform different activities with their fingers in coordination with their eyes such as  grasping , releasing, reaching, pinching, and turning their wrists. Because these small muscle movements take time to develop, they may not come easily at first.

What Are Fine Motor Skills?

These fine motor skills help kids perform tasks for daily living, like buttoning buttons, picking up finger foods , using a fork, pouring milk, going to the restroom, and washing their hands.

From an early age, give kids opportunities to use their hands and fingers. Give your baby rattles, plush balls, and other toys to grasp.

Later, toys that allow them to pick things up and fit them into slots are good for developing beginning skills. As they get older, teach them how to button buttons, use scissors, hold a pencil, and do other tasks with their fingers and hands.

In addition to these fine motor skills, kids also learn to use their larger muscles, like those in their arms, legs, back, and stomach. Walking, running, throwing, lifting, pulling, pushing, and kicking are all important skills that are related to body awareness, balance, and strength. These skills allow your child to control and move their body in different ways.

Parents can help their child's physical development by providing opportunities for age-appropriate activities . For instance, babies need regular tummy time  to build their neck and upper body strength.

Preschoolers and school-aged children need plenty of opportunities to run around and play. Even tweens and teens need regular opportunities for physical activity.

Overall Health Impacts Physical Development

Physical development can also be influenced by nutrition and illness. So, make sure your kids have a healthy diet, regular exercise, and annual wellness check-ups to promote proper child development.

Cognitive Developmental Domain

The cognitive domain includes intellectual development and creativity. As they develop cognitively, kids gain the ability to do the following:

• Process thoughts
• Pay attention
• Develop memories
• Understand their surroundings
• Express creativity
• Make, implement, and accomplish plans

The child psychologist Jean Piaget outlined four stages of cognitive development, known as the Paigentian Theory. These stages are outlined below.

Sensorimotor stage (birth to age 2)

The sensorimotor stage involves learning about the environment through movements and sensations. Infants and toddlers use basic actions like sucking, grasping, looking, and listening to learn about the world around them.

Preoperational stage (ages 2 to 7)

During the preoperational stage, children learn to think symbolically as well as use words or pictures to represent things. Kids in this stage enjoy pretend play, but still struggle with logic and understanding another person's perspective.

Concrete operational stage (ages 7 to 11)

Once they enter the concrete operational stage, kids start to think more logically, but may still struggle with hypothetical situations and abstract thinking. Because they are beginning to see things from another person's perspective, now is a good time to start teaching empathy.

Formal operational stage (age 12 and up)

During the formal operational stage, a child develops an increase in logical thinking. They also develop an ability to use deductive reasoning and understand abstract ideas. As they become more adept at problem-solving, they also are able to think more scientifically about the world around them.

Even older kids and teens need play . You can help your child develop and hone their cognitive skills by giving them opportunities to play with blocks, puzzles, and board games.

You also should create an environment where your child feels comfortable asking questions about the world around them and has plenty of opportunities for free play.

Develop your child's desire to learn by helping them explore topics they are passionate about. Encourage thinking and reasoning skills by asking them open-ended questions and teaching them to expand on their thought processes. As they get older, teach them how to be critical consumers of media and where to find answers to things they don't know.

Social and Emotional Developmental Domain 

The social-emotional domain includes a child's growing understanding and control of their emotions. They also begin to identify what others are feeling, develop the ability to cooperate, show empathy, and use moral reasoning.

Friendships

This domain includes developing attachments to others and learning how to interact with them. For instance, young children learn how to share , take turns, and accept differences in others. They also develop many different types of relationships, from parents and siblings to peers, teachers, coaches, and others in the community.

Key Skills of the Social-Emotional Stage

Children develop self-knowledge during the social-emotional stage. They learn how they identify with different groups and their innate temperament will emerge in their relationships.

Tweens, especially, demonstrate significant developments in the social-emotional domain as their peers become more central to their lives and they learn how to carry out long-term friendships . Typically, parents will notice major increases in social skills during this time.

To help your child develop socially and emotionally, look for opportunities for them to interact with kids their age and form relationships with both children and adults. You can arrange playdates, explore playgroups, and look into extracurricular activities. Also, encourage them to talk to their grandparents, teachers, and coaches.

Sense of self

To encourage a sense of self, ask your child about their interests and passions and encourage them to identify their strengths and weaknesses. Teach them about recognizing and managing feelings. As they get older, talk to them about healthy friendships and how to handle peer pressure.

You also should not shy away from challenging talks like those covering sex and consent . All of these different social and emotional facets play into your child's overall development.

Language Developmental Domain 

Language development  is dependent on the other developmental domains. The ability to communicate with others grows from infancy, but children develop these abilities at different rates. Aspects of language include:

• Phonology : Creating the sounds of speech
• Pragmatics : Communicating verbally and non-verbally in social situations
• Semantics : Understanding the rules of what words mean
• Syntax :   Using   grammar and putting sentences together

Read to kids

One of the most important things you can do with your child throughout their early life is to  read to them —and not just at bedtime.

Make  reading and enjoying books  a central part of your day. Reading out loud to your kids from birth and beyond has a major impact on their emerging language and literacy skills.

Look for opportunities to read other things, too, like directions to a board game, letters from family members, holiday cards, online articles, and school newsletters. Hearing new words spoken expands a child's vocabulary and helps them identify unfamiliar words when used in context.

Talk to kids

In addition to reading, make sure you talk to your kids even before they can say their first word . Tell them about the things you are doing or what you're buying in the store. Point out different things and engage them in the world around them. Singing to your child is another excellent way to build your child's language skills.

As they get older, try holding regular conversations, answering questions, and asking for your child's ideas or opinions. All of these activities are an important part of their language development.

As children grow and learn, they will pass certain developmental milestones. While every child is different and progresses at a different rate, these milestones provide general guidelines that help parents and caregivers gauge whether or not a child is on track .

You can support your child's growth and development in each of these four areas by understanding these domains and supporting the work your child is doing. Watch the changes taking place in your child and supplement their learning with activities that support their efforts .

The exact time that a child reaches a particular milestone will vary significantly. However, missing one or two milestones can be a cause for concern.

Talk to a health care provider if you're ever worried your child is not meeting milestones in a particular area. If a delay is identified, they can evaluate your child and recommend different services.

Every state in the US offers an early intervention program to support children with developmental delays under the age of 3. Once they are over age 3, the community's local school district must provide programming.

So, don't delay determining whether your child needs assistance. There are resources out there to support them should they need it.

Principles of child development and learning and implications that inform practice . National Association for the Education of Young Children . n.d.

Toddlers (1-2 years old) . Centers for Disease Control and Prevention . 2021.

Transforming the workforce for children birth through age 8: a unifying foundation . Board on Children, Youth, and Families; Institute of Medicine; National Research Council.  2015.

Piagetian theory . American Psychological Association . 2018.

Social development in preschoolers . American Academy of Pediatrics . 2021.

Talking with your teen: Tips for parents . American Academy of Pediatrics . 2021.

Language in brief . American Speech-Language-Hearing Association . n.d.

Helping your child learn to read . American Academy of Pediatrics . 2015.

Is your toddler communicating with you? . American Academy of Pediatrics . 2021.

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Starting early: The importance of building your children’s mental health skills

Don’t ask too many questions because the goal is for them to want to talk openly with you.

Frank McGeorge, MD , Local 4's Medical Expert

DETROIT – It’s not always comfortable talking about mental health with your kids but experts say those conversations are critical for a child’s healthy development and well-being.

As parents, we help our kids learn to walk, talk, and hundreds of other skills, but many people feel far less confident about how to build up their child’s skills when it comes to mental health.

One factor that is key -- starting early.

“We want kids to be able to know their emotions because every emotion is OK, right? But not every reaction is,” said Dr. Whitney Raglin Bignall.

Many parents are divided on when to start mental health conversations, but according to Bignall, a pediatric psychologist with The Kids Mental Health Foundation , the earlier, the better.

“I have a 16-month-old. He doesn’t like sometimes when I have to tell him no. Right. And so I’m sharing with him like, ‘I know that you’re really upset that mom is not allowing you to touch this very dangerous thing. But mommy can’t allow you to do it,’” Bignall said. “It’s helping him see that. Yes, I know that he’s upset about it. It’s giving him a word for it. So that eventually when he starts talking more to me, hopefully, he can start telling me that he feels upset and he’s learning some of those signals.”

She said parents should be open when talking about mental health and listen to what children say without judgment. It’s important to avoid distractions and to read the body language and facial expressions of the child.

“Connection and belonging is so vital just as we need to eat and drink, we need to be connected with one another,” Bignall said.

If you have older kids, it’s better to start late than never. Children are dealing with a lot of issues and situations other generations never had to deal with. The same rules apply: be open, really listen and do not be judgemental. It’s about starting an ongoing conversation and helping our children build the skills they need.

Parents don’t have to have all the answers and there are resources that can help. The Kids Mental Health Foundation has advice for a wide range of topics, including anxiety, body image, bullying and technology.

Copyright 2024 by WDIV ClickOnDetroit - All rights reserved.

About the Author

Frank mcgeorge, md.

Dr. McGeorge can be seen on Local 4 News helping Metro Detroiters with health concerns when he isn't helping save lives in the emergency room at Henry Ford Hospital.

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Why writing by hand beats typing for thinking and learning

Jonathan Lambert

If you're like many digitally savvy Americans, it has likely been a while since you've spent much time writing by hand.

The laborious process of tracing out our thoughts, letter by letter, on the page is becoming a relic of the past in our screen-dominated world, where text messages and thumb-typed grocery lists have replaced handwritten letters and sticky notes. Electronic keyboards offer obvious efficiency benefits that have undoubtedly boosted our productivity — imagine having to write all your emails longhand.

To keep up, many schools are introducing computers as early as preschool, meaning some kids may learn the basics of typing before writing by hand.

But giving up this slower, more tactile way of expressing ourselves may come at a significant cost, according to a growing body of research that's uncovering the surprising cognitive benefits of taking pen to paper, or even stylus to iPad — for both children and adults.

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In kids, studies show that tracing out ABCs, as opposed to typing them, leads to better and longer-lasting recognition and understanding of letters. Writing by hand also improves memory and recall of words, laying down the foundations of literacy and learning. In adults, taking notes by hand during a lecture, instead of typing, can lead to better conceptual understanding of material.

"There's actually some very important things going on during the embodied experience of writing by hand," says Ramesh Balasubramaniam , a neuroscientist at the University of California, Merced. "It has important cognitive benefits."

While those benefits have long been recognized by some (for instance, many authors, including Jennifer Egan and Neil Gaiman , draft their stories by hand to stoke creativity), scientists have only recently started investigating why writing by hand has these effects.

A slew of recent brain imaging research suggests handwriting's power stems from the relative complexity of the process and how it forces different brain systems to work together to reproduce the shapes of letters in our heads onto the page.

Your brain on handwriting

Both handwriting and typing involve moving our hands and fingers to create words on a page. But handwriting, it turns out, requires a lot more fine-tuned coordination between the motor and visual systems. This seems to more deeply engage the brain in ways that support learning.

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"Handwriting is probably among the most complex motor skills that the brain is capable of," says Marieke Longcamp , a cognitive neuroscientist at Aix-Marseille Université.

Gripping a pen nimbly enough to write is a complicated task, as it requires your brain to continuously monitor the pressure that each finger exerts on the pen. Then, your motor system has to delicately modify that pressure to re-create each letter of the words in your head on the page.

"Your fingers have to each do something different to produce a recognizable letter," says Sophia Vinci-Booher , an educational neuroscientist at Vanderbilt University. Adding to the complexity, your visual system must continuously process that letter as it's formed. With each stroke, your brain compares the unfolding script with mental models of the letters and words, making adjustments to fingers in real time to create the letters' shapes, says Vinci-Booher.

That's not true for typing.

To type "tap" your fingers don't have to trace out the form of the letters — they just make three relatively simple and uniform movements. In comparison, it takes a lot more brainpower, as well as cross-talk between brain areas, to write than type.

Recent brain imaging studies bolster this idea. A study published in January found that when students write by hand, brain areas involved in motor and visual information processing " sync up " with areas crucial to memory formation, firing at frequencies associated with learning.

"We don't see that [synchronized activity] in typewriting at all," says Audrey van der Meer , a psychologist and study co-author at the Norwegian University of Science and Technology. She suggests that writing by hand is a neurobiologically richer process and that this richness may confer some cognitive benefits.

Other experts agree. "There seems to be something fundamental about engaging your body to produce these shapes," says Robert Wiley , a cognitive psychologist at the University of North Carolina, Greensboro. "It lets you make associations between your body and what you're seeing and hearing," he says, which might give the mind more footholds for accessing a given concept or idea.

Those extra footholds are especially important for learning in kids, but they may give adults a leg up too. Wiley and others worry that ditching handwriting for typing could have serious consequences for how we all learn and think.

What might be lost as handwriting wanes

The clearest consequence of screens and keyboards replacing pen and paper might be on kids' ability to learn the building blocks of literacy — letters.

"Letter recognition in early childhood is actually one of the best predictors of later reading and math attainment," says Vinci-Booher. Her work suggests the process of learning to write letters by hand is crucial for learning to read them.

"When kids write letters, they're just messy," she says. As kids practice writing "A," each iteration is different, and that variability helps solidify their conceptual understanding of the letter.

Research suggests kids learn to recognize letters better when seeing variable handwritten examples, compared with uniform typed examples.

This helps develop areas of the brain used during reading in older children and adults, Vinci-Booher found.

"This could be one of the ways that early experiences actually translate to long-term life outcomes," she says. "These visually demanding, fine motor actions bake in neural communication patterns that are really important for learning later on."

Ditching handwriting instruction could mean that those skills don't get developed as well, which could impair kids' ability to learn down the road.

"If young children are not receiving any handwriting training, which is very good brain stimulation, then their brains simply won't reach their full potential," says van der Meer. "It's scary to think of the potential consequences."

Many states are trying to avoid these risks by mandating cursive instruction. This year, California started requiring elementary school students to learn cursive , and similar bills are moving through state legislatures in several states, including Indiana, Kentucky, South Carolina and Wisconsin. (So far, evidence suggests that it's the writing by hand that matters, not whether it's print or cursive.)

Slowing down and processing information

For adults, one of the main benefits of writing by hand is that it simply forces us to slow down.

During a meeting or lecture, it's possible to type what you're hearing verbatim. But often, "you're not actually processing that information — you're just typing in the blind," says van der Meer. "If you take notes by hand, you can't write everything down," she says.

The relative slowness of the medium forces you to process the information, writing key words or phrases and using drawing or arrows to work through ideas, she says. "You make the information your own," she says, which helps it stick in the brain.

Such connections and integration are still possible when typing, but they need to be made more intentionally. And sometimes, efficiency wins out. "When you're writing a long essay, it's obviously much more practical to use a keyboard," says van der Meer.

Still, given our long history of using our hands to mark meaning in the world, some scientists worry about the more diffuse consequences of offloading our thinking to computers.

"We're foisting a lot of our knowledge, extending our cognition, to other devices, so it's only natural that we've started using these other agents to do our writing for us," says Balasubramaniam.

It's possible that this might free up our minds to do other kinds of hard thinking, he says. Or we might be sacrificing a fundamental process that's crucial for the kinds of immersive cognitive experiences that enable us to learn and think at our full potential.

Balasubramaniam stresses, however, that we don't have to ditch digital tools to harness the power of handwriting. So far, research suggests that scribbling with a stylus on a screen activates the same brain pathways as etching ink on paper. It's the movement that counts, he says, not its final form.

Jonathan Lambert is a Washington, D.C.-based freelance journalist who covers science, health and policy.

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ORIGINAL RESEARCH article

This article is part of the research topic.

Research on Teaching Strategies and Skills in Different Educational Stages

Shaping Future-Ready Graduates with Mindset Shifts: Studying the Impact of Integrating Critical and Design Thinking in Design Innovation Education Provisionally Accepted

• 1 Singapore Institute of Technology, Singapore

The final, formatted version of the article will be published soon.

In an era marked by rapid change and complex global challenges, Institutes of Higher Learning (IHLs) are tasked with preparing students to navigate and address these evolving demands. This paper explores the critical role of Higher Education (HE) in equipping students with the necessary skills and mindsets to tackle real-world problems through innovative solutions. Integrating critical thinking and design thinking within a Design Innovation module is central to this exploration. The study is undergirded by a conceptual framework that blends critical, design, and futures thinking, focusing exclusively in this paper on applying critical thinking (CT) and design thinking (DT). The research investigates two primary questions: (1) How do students' DT and CT mindsets change after participation in a Design Innovation module? (2) Is CT a prerequisite for developing DT? This study aims to illuminate the shifts in students' mindsets from before to after the completion of the module, highlighting the importance of developing key dispositions for ethical and socially responsible problem-solving. Results show a statistically significant increase in CT and DT disposition scores from pre-to post-test, suggesting a shift to more positive CT and DT mindsets after going through the Design Innovation module. In addition, a significant moderation effect of pre-test CT mindset on the relationship between pre-test and post-test DT mindset scores was observed, implying that CT was a prerequisite for DT. The findings offer insights into the module's effectiveness in fostering future-ready graduates' thinking capabilities on innovating for real-world challenges and highlight the need for our future-ready students to achieve critical competence and creative confidence. Finally, we conclude the paper with recommendations for educators to integrate CT skill development intentionally and in tandem with DT skill development for a balanced approach to developing critical competence and creative confidence in interdisciplinary courses.

Keywords: Critical Thinking, design thinking, Design innovation, 21st-century skills and dispositions, interdisciplinary learning A. Tolerance for -Being comfortable with Ambiguity -Uncertainty

Received: 19 Dec 2023; Accepted: 15 May 2024.

Copyright: © 2024 Patel, Puah and Kok. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

* Correspondence: Dr. Nadya S. Patel, Singapore Institute of Technology, Singapore, Singapore

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