The Instructional Context of Critical Thinking Development in Early Childhood Education: Theoretical and Curriculum Perspectives

View Sample PDF

Author(s): Hannah Mills Mechler (Grays Harbor College, USA)
Copyright: 2019
Pages: 15
Source title: Handbook of Research on Critical Thinking and Teacher Education Pedagogy
Source Author(s)/Editor(s): Sandra P.A. Robinson (The University of the West Indies – Cave Hill Campus, Barbados)and Verna Knight (The University of the West Indies – Cave Hill Campus, Barbados)
DOI: 10.4018/978-1-5225-7829-1.ch018

Keywords: Education / Information Science Reference / Instructional Design / Teacher Education

Purchase

View The Instructional Context of Critical Thinking Development in Early Childhood Education: Theoretical and Curriculum Perspectives on the publisher's website for pricing and purchasing information.

Abstract

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

The IRMA Community

Research IRM

The Instructional Context of Critical Thinking Development in Early Childhood Education: Theoretical and Curriculum Perspectives

Purchase

Abstract

Related Content

IRMA Sponsors