early years critical thinking activities

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10 preschool critical thinking activities my preschooler loves.

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Some days I wonder, “What was he thinking?”

“I had too many socks. The drawer wouldn’t close so I threw the extras in the trash,” beams my little guy as if that was the perfect solution to the problem.

Teaching kids critical thinking skills can be almost as hard as teaching them that pants are not an optional piece of clothing and goggles and an umbrella alone do not make a complete outfit either.

Here are some tried-and-true critical thinking activities for preschoolers that my child loves.

1. Guess What I Have

With a small toy in one hand, place both hands behind your back. Ask your child to guess what is in your hand. As they make attempts to guess, give them clues such as: “It’s not blue, it’s red,” or “it doesn’t have wheels, it has legs.” This allows them to make guesses based on what they already know.

Be ready to dodge in case they get frustrated and throw things at you. It happens.

2. Play the ‘Is It True?’ Game

Ask your child a question that starts with ‘Is it true that…’. When they answer, ask them how they know that it is true or not.

I asked my preschooler “How do you know if someone is sleeping?”

“Because they slobber on their pillow,” he answered brilliantly.

Don’t worry about perfect answers, just praise any effort.

3. Work in Groups

Getting my kids to work together in a group is one of the best preschool critical thinking activities that I know of. The hardest part of this activity is getting everyone’s attention.

Just join the game of ‘Who can say “No, me” the loudest’ , and maybe they will hear you.

When I can ever get my kids to interact with each other, they realize that there is more than one way of doing things and they are introduced to a variety of different approaches and ideas.

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4. Play “Good Idea/Bad Idea”

Take two of your child’s favorite stuffed animals (and when they throw a fit for them, take two that they don’t like instead) and put on a show with them.

Act out scenarios and let your child predict the outcomes of their actions. Ask them at each phase of the game if what the characters are going to do is a good idea or a bad idea and why.

5. Food Tasting

Forming an opinion is an important preschool critical thinking skill. Kids have strong opinions about food. It’s usually a love/hate relationship.

It is widely known in preschool circles that no two kids are allowed to have the same favorite food. This is cause for war.

Bring out some foods that you know your child hates or loves. My son hates chicken and loves yogurt so we used those.

Now ask them if they like that food or not and why or why not. Then bring out a new food that your child will love (we used blue cupcakes with sprinkles) and let them predict whether or not they will like it and why.

6. Find Similarities and Differences

My preschooler and I often play a game of pointing out similarities and differences in things. He tells me how similar Dad and I are because we both drive under stop lights and how different Dad is from me because he thinks a yellow light means hurry up and I think it means slow down.

Challenge your child to find things that are similar and different at the same time like a fork and a spoon. Both are utensils but one is for eating salad and one is for digging in the backyard when Mom’s not looking (or something like that). These similarities and differences activities for preschoolers help strengthen a variety of your child’s skills.

7. Go On a Picnic

One of our favorite preschool critical thinking activities often includes an outdoor picnic. Give your child a lunch box to pack and suggest items that are both relevant and irrelevant to a picnic, and let them tell you which items are relevant, and why.

Yes, they will probably want to include their pet goldfish and two left mittens. If they can explain the relevance, I guess it can get packed.

8. Make ‘Get Well’ Cards

Making ‘Get Well Soon’ cards for people who are sick can help kids relate situations back to themselves. As you make the cards, ask them if they have ever been sick or hurt.

They will probably have a hundred stories but don’t worry. We all know that every Mom has a secret super power: the pretend listening skill.

“Oh, really?” “I never knew that.” “You’re kidding? Tell me more.”

Oh, yeah, we’re good.

9. Hide the Thimble

We have played this game for years to develop critical thinking skills. We never hide a thimble, though. I can just see my preschooler popping that thing in his mouth and me attempting to do the Heimlich maneuver on him.

No, we use a baseball instead. There’s no chance of him getting that whole thing in his mouth. Although, I’ve seen him try.

Everyone closes their eyes while the ball is being hidden. Then, I give clues and let the kids know if they are getting closer to the ball or further away.

I also give clues like, “It’s near the sofa.”

10. Ask ‘What Happened and Why’

No, I’m not talking about when you hear a loud noise and run into the room to investigate. For this activity, you only need a family photo album.

Sit down with your child and look at some funny photos of the family. Choose photos that have a story behind them and then ask your child, “What happened in this picture and why?”

My little guy likes the photo of my sister when she spilled melted chocolate all over the kitchen. Yup, that’s a keeper.

I’m sure you have some photos of your family that you can make fun of, too.

I hope you enjoy some of these preschool critical thinking activities with your little one just like I have. I just keep telling myself that one day they’ll pay off. But for now, I must go get those socks out of the trashcan.

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Jill Cain creates educational content for the Atlas Mission . She has 20+ years of experience homeschooling her 6 children aged 4 - 21 and enjoys helping parents around the world in their homeschooling journeys.

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10 Fun Critical Thinking Activities for Preschoolers

Posted on Last updated: May 29, 2023

Some children loves puzzles and love a challenge. There are different ways to strengthen critical thinking skills at an early age. Here are 10 critical thinking activities for preschoolers and older toddlers that will help young children become critical thinkers. These are simple activities that you can try today. 

Critical Thinking Games

What Can You Make with a Circle?  

This is a fun and creative game to play at home, in the car, on an airplane, or in the waiting room. It is a fun way to explore that there is more than one way to solve a problem and more than one right answer. Make a circle on the chalkboard or on a piece of paper and challenge your child to turn it into something else. Will they turn it into a flower, a sun, or will it become the body of an animal? There is no correct answer. 

A Copy Me game is a great way to develop spatial awareness. Use different household objects to make a design and then let your child copy it using a duplicate set of materials! In this picture, I set up the design on the left and the materials on the right were for my son to arrange. After you have done this over and over again. Have your child challenge you buy making a design and having you copy it. Creating the design and checking your answer will develop those skills in a different way. 

Possible Materials:

• craft sticks
• cookie cutters
• magnetic letters

What’s Missing? Part 1

This critical thinking activity can even be done on the go. All you need is paper and a pencil or dry erase board. Draw a picture of something and leave off a detail. Ask your child, “What’s missing?”.

• child’s name

What’s Missing? Part 2

This challenge is easier than What’s Missing – Part 1. Reuse an old magazine or ad to create this critical thinking activity. Cut out different pictures and cut part of the picture off. Challenge your child to put it back together. 

Sticker Puzzles

Foam stickers and paper are the materials you need to set the stage in this critical thinking exercise. Arrange the stickers in a certain design on the left and challenge your child to recreate it on the right. I stuck the stickers to the paper in the design on the left, but had my son just set the stickers on the paper in the correct arrangement on the right. That way we could reuse this activity. I keep it in a bag and throw it in my purse for the restaurant or waiting room. 

Squares in a Shape

How can the squares fit inside these shapes? I made this activity by arranging the wooden square blocks on the page and then tracing it around the outside. Some of these are trickier than others to complete. If you don’t have any wooden blocks like those shown, try using legos. 

Sticker Stories

Creative thinking is strengthened as older children design their own story with stickers. Arrange stickers on the page and then add details with crayons or markers. When your child is finished with the design, challenge them to tell you a story about what is happening in the picture. You can write the story down or just listen to it. 

Styrofoam Sculptures

Open ended play is the best way to promote critical thinking! What will your child make with styrofoam pieces and toothpicks? You can also substitute marshmallows or slices of pool noodles with the styrofoam. 

Cookie Cutter Puzzles

Younger children will love this simple puzzle made from cookie cutters or different objects. Trace the cookie cutter or specific shape and challenge your child to match them up. 

Mystery Bag

Mystery bag is so much fun and gets their senses thinking!  Put some fun objects in a bag (pompom, feather, plastic animals). Using deductive reasoning, your child will guess what the object is BEFORE she sees it.

Board Games and Card Games

The good news is that board games and card games are excellent for developing critical thinking skills and include the important skills of learning how to take turns and how to handle losing. 

• Tic Tac Toe
• Connect Four

Trying a simple experiment or wondering how things work are also natural ways to strengthen the critical thinking mindset. The Way Things Work Now by David Macaulay is a great book to get your child wondering and asking questions about how things work. Not a Box by Antoinette Portis is a fun picture book that illustrates how to think outside the box (literally).  

These critical thinking games are a few of our favorites. Overall, the end goal is for your child to be curious, ask their own questions, make logical connections, and to find creative solutions. The more logic and reasoning skills your child has, the better learner they will be in their own life.

Wednesday 13th of May 2015

I love this list. I have a bunch of puffy stickers (they were on clearance and I had to buy them!) so now I know what to do with them. They've been sitting in my cabinet for some time. :)

Seven Popular Critical Thinking Activities for Preschoolers

In this post, we will discover seven critical thinking activities for preschoolers that are simple, easy to set up and fun to play.

Critical thinking is one of the most important skills that children need to master in order to become successful in tomorrow’s world.

I remember when I was a student, schools relied heavily on memorization and basically repeating as accurately as possible what the teacher or a book said. Schools praised “recorder students”.

Although things have started to change and in some schools, logical thinking is encouraged and taught, unfortunately, many schools still have this antiquated system in which children simply repeat a list of facts.

Kids need to be able to process information, analyze a situation, make inferences, compare and contrast.

As parents, we need to help our children reach a higher level of logical reasoning as it is a prized skill nowadays.

Although children will develop their thinking skills through day-to-day interactions, we can also help them build a strong foundation by playing logical thinking games with them whenever possible.

To this end, here are seven simple critical thinking activities for preschoolers that are easy to set up. Most only require building blocks, pen and paper, toys that you already have in your house or a printable.

This post ma y contain affiliate links and I may earn a small commission when you click on the links at no additional cost to you. As an Amazon Affiliate, I earn from qualifying purchases. You can read my full disclosure  here .

Thinking Games for Preschoolers

The odd one out.

The Odd One Out is a great thinking game to play with kids. It improves their critical thinking by using their knowledge of patterns, vocabulary, differences and similarities.

There are a few ways of playing The Odd One Out:

• online games
• using toys around the house
• as a listening activity by saying words

For those who are new to this game, let me explain it. You present the child with four objects or images. Three of those objects have something in common while the fourth is not connected in any way to the three. The child has to identify the “intruder”. Of course, the game is not limited to four objects, you can choose to have more.

What Comes Next (Patterns)

A good yet simple reasoning game for kids is What Comes Next. Patterns teach children what comes next thus teaching them to make logical connections and use their critical thinking.

Understanding patterns help us make educated guesses, assumptions and provide order in a world that may seem chaotic.

What Comes Next is a simple game that, like The Odd One Out, can be played using worksheets, toys around the house, apps and computer games.

I like playing this game with building blocks as it allows me to practice colours, sizes, numbers and more.

Books offer great opportunities to practice reasoning skills.

When reading to your child, simply stop and ask open-ended questions like “What do you think will happen to X (the character)?” or “What do you think X will do now?”

This will encourage the child to make assumptions and come up with creative answers.

There’s nothing better than a riddle to fire up those brain cells and improve their thinking skills. Riddles are great because they help children focus on one problem until they find the solution, they exercise the brain (like any muscle, it needs to be used in order to stay in shape), they encourage children to think outside the box and come up with creative answers, not to mention that they are fun and don’t need any prep work.

The internet is full of riddles for kids so all you have to do is search for some. Here are some ideas.

Match the shadow

Shadow Matching is a simple activity for young kids that helps them enhance their problem-solving skills. It is a great activity for visual discrimination and memory, observing patterns, similarities and differences.

You can download this cute Farm Animals Shadow Matching Game for free.

Tic Tac Toe

Most of us are familiar with this game as it has been around for a very long time (ancient Egyptians have invented it, would you believe it).

Tic Tac Toe is a simple game, although apparently there are 255.000 different outcomes, that can be played with kids as young as two or three years of age.

The rules are easy to understand: there are two players, one has X as a symbol and the other one a 0. They play on a 3×3 grid and the goal is for the players to put their symbols three times in a row, either vertically, horizontally or diagonally.

You can play Tic Tac Toe either the traditional way, with pen and paper, or get the game with manipulatives which will definitely be more attractive for kids.

This Tic Tac Toe from Melissa&Doug looks fantastic!

Choose something…

This is a simple, yet effective critical thinking activity for preschoolers, although it can very well be played with toddlers as well.

You can play this game using either images or toys around the house. The idea is simple: present the child with six toys (there can be more or less depending on the child’s age). Make sure that some toys have similarities (colour, shape, material etc).

The child has to choose the correct toy/image based on your description. Take the picture above as an example. Some of the sentences that I used with my boy were:

• Choose something that is round but hasn’t got bumps on it.
• Choose something that is a cube and made of wood.
• Choose something that is a cube but hasn’t got numbers on it.
• Choose something that has a square shape but it’s not a cube.

Although it is true that children will develop their critical thinking through everyday interactions, we can always help them boost this very important skill by playing games with them like the ones presented above.

Brain-Boosting Memory Match Games

Fun Activities for Critical Thinking

Shape Matc hing Activity from Recycled Paper

Activities for Thinking Skills Development

I hope you found this post useful and that these critical thinking activities for preschoolers will provide moments of fun and learning for your little one(s).

If you liked this article don’t forget to share it 😉

Mom of two wonderful children, dedicated teacher and book lover.

5 thoughts on “Seven Popular Critical Thinking Activities for Preschoolers”

Great ideas! My daughter is about to start preschool and one of the activities we were encouraged to do over school holidays was asking to guess what will happen next in a book. I think she’d really enjoyable the other suggestions too.

These are all great ideas that are sure to get kids engaged! I know for sure my four year old loves questions, so he’ll respond really well to these. Thank you for the fantastic post 🙂

Great activities. I love engaging kids in critical thinking activities and puzzle, keeps their mind sharp and help develop their problem solving skills.

You have great ideas for preschool critical thinking activities! Lately, my three-year-old daughter has been into doing pattern activities. We have a large bowl of those colored glass flat stones that you find at an arts and craft store. We made really cool patterns with them by color. The other day, she made a super long pattern with them going down the hallway!

Critical thinking is such an important skill to pass to our children. Thanks for the tips!

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15+ Top Critical Thinking Activities for Preschoolers and Kindergartners

As parents, we must give our children the best possible education and skills to help them succeed in life. We need to understand the importance of critical thinking abilities in children.

Providing them with the proper education, tools, and resources is insufficient. They must also be equipped with the skills to think critically and solve problems.

What is Critical Thinking?

Critical thinking is a skill that helps children develop the ability to make informed decisions, think objectively and creatively, and develop problem-solving skills. By teaching our children to think critically, we give them the resources they need to make intelligent decisions and develop a strong foundation for their future.

Your child will be better equipped to make sound decisions and solve problems by developing critical thinking abilities.

Listed below are significant things that you should know about critical thinking-

• Critical thinking is the process of evaluating information, facts, and arguments to make a reasoned decision or judgment. 
• Critical thinking is an essential skill for kids to become successful in their lives. It is the ability to think logically, systematically, and reflectively and to make sound decisions and judgments. 
• Kids must develop this skill to create creative solutions to problems, make informed decisions, and think flexibly. 

Why is Critical Thinking important? 

The importance of critical thinking abilities for kids cannot be overstated. 

• It helps kids to analyze, reason, and make decisions based on facts, evidence, and logic. 
• It also enables them to develop innovative ideas and solve complex problems. 
• With critical thinking skills, kids can develop the capacity to recognize their own biases and assumptions and challenge their own ideas and beliefs.
• By teaching kids the importance of critical thinking and incorporating it into their day-to-day activities, we can help them become better decision-makers and problem-solvers.
• By encouraging kids to engage in more critical thinking activities, they become more self-aware and independent, which helps them to make better decisions.
• They also start to build their problem-solving and communication skills, which can be used in various areas of life.
• Finally, with critical thinking skills, kids can gain self-confidence, understand their reasoning, and develop a deeper understanding of the world around them.

Critical Thinking Activities for Preschoolers and Kindergarteners.

Some of the most common critical thinking activities include: 

• Storytime, 
• Engaging in conversations, 
• Asking creative questions, 
• Puzzles and riddles, 
• Sorting, 
• Matching and pairing, 
• Introduction to coding and robotics, 
• Exploring different scenarios. 

These activities help build essential skills such as problem-solving and strengthen the importance of critical thinking abilities for kids.

How to introduce These activities to your kids?

Introducing such activities at a young age can be critical to introduce into their daily routine as this assists with developing cognitive skills and prepares them for academic success.

It also creates an environment where children can foster and practice self-reflection and understanding and encourage independent thought. These activities can include role-playing, problem-solving, question-and-answer sessions, puzzles, story mapping, group discussions, and board games. 

• Role plays will help kids identify their actions’ cause and effect. 
• Problem-solving will allow them to think before making decisions. 
• At the same time, question and answer sessions will help to assess their understanding of concepts. 
• Picture completing and story mapping activities will help to develop their memory and imagination. 
• Lastly, group discussions will help to build their communication and collaboration skills. 

These activities build critical thinking skills in kids, motor skills, and creativity. So, including these classroom activities is essential to help develop their critical thinking abilities.

8 Activities for critical thinking development

 These activities can help them explore the world around them, develop their own opinions and make decisions on their own. Here is a list of activities that can help boost kids’ critical thinking abilities:

1. “What am I?” 

With regards to these “What am I?” riddles, kids appear to enjoy them. Why not put this inherent enthusiasm to use in some practice of critical thinking? You only need to think of a person, place, or thing and tell your child about it.

“I live in the sky, and I am hot. Don’t look directly at me. I will disappear at night. What am I?”

This is one that your child can easily deduce.

2. Prediction of the story.  

When you are reading a story to your child and notice that you are getting close to the end, stop and ask her how she thinks the story will end.

Pay attention to their response. Have fun with the conversation, and ask them to explain their choice. It can be silly and fun, but it should offer some logic to keep the critical thinking flowing.

3. X and O’s 

Play X and O’s with your child, but keep it simple using a whiteboard, colorful pens, or even candy to keep it fun. Set your goal to win. Be unforgiving in your gaming abilities and play as a child versus a parent.

Check to see if your youngster can keep up. If not, well, good luck again, little one. Teach them it’s okay to lose, but remember the intention behind it. 

4. Start with the current reality

While showing your kid how to go from cereal spilling to the starting strides is logical, it’s most straightforward for you to begin where you are now.

In other words, suppose you just served your child a dinner of chicken, cheesy broccoli, and mashed potatoes. Still, they won’t eat them because the potatoes weren’t from McDonald’s. “How do you know these aren’t from McDonald’s?” you should inquire of them.

Assist them in making the answer more explicit by listening to their explanation.

They could become so perplexed that they might give in, eat the potatoes, focus on their logic, and explain in perfect English why they are not McDonald’s.

5. True or False  

This is as simple as it gets. Give your child two sticky notes to complete the task: one with the words “true” and “false” on it.

Say something like, “A group of monkeys is called a herd.” Your child will carefully consider whether the statement is accurate before writing true or false on the right sticky note.

Your child will now describe the reasoning behind the selected sticky note. Enjoy.

6. Community Engagement Activity

This community engagement activity requires analytical skills to figure out what can be recycled in the classroom and their neighborhood. Students can practice social responsibility and socialize with people around them while making recycling bins from recyclable cardboard boxes. They can do this by creating the bins themselves.

7. What can I do?

Students will learn that despite the fact that conflicts are a normal part of life, it is essential to have problem-solving skills to resolve them through this lesson. 

You can make notes or a problem-solving wheel for kids and give them a situation. After that, ask your kid to choose what they’ll do in such a situation. Additionally, this is an excellent opportunity to improve their social awareness and interpersonal skills.

8. 25 uses of Me

Pick a regular item and set a clock for five minutes. Ask students to think of 25 ways to use the object in that time frame. Rarities like “coatrack” and “stool” are encouraged because the apparent answers will quickly run out.

What is the takeaway?  

In conclusion, critical thinking activities are vital in helping to build a strong foundation for preschoolers and kindergarteners. By providing a balanced mix of activities, kids can develop the ability to think outside the box and become better problem-solvers.

These activities can help kids develop their critical thinking abilities, which can help them later in life. As kids grow older, their critical thinking abilities can help them make better decisions, understand complex topics, and interact with others more efficiently.

Q: How can parents inspire independence in their preschoolers?

A: By giving their preschoolers age-appropriate responsibilities, allowing them to make decisions, and rewarding their efforts and successes, parents may help their preschoolers to be independent. Allowing their child to dress and wash their teeth can support their development of self-help abilities.

Q: How can parents motivate their toddlers to lead healthy, active lifestyles?

A: By giving their preschoolers chances for physical activity , such as outdoor play, dance, and sports, parents may encourage their preschoolers to be active and healthy.

I’m a former teacher (and mother of Two Childs) with a background in child development. Here to help you with play-based learning activities for kids. ( Check my  Next startup  Cledemy.Com )

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Birth To 5 Matters

Guidance by the sector, for the sector

Thinking Creatively and Critically (Thinking)

Having their own ideas (creative thinking) • Thinking of ideas that are new and meaningful to the child • Playing with possibilities (what if? what else?) • Visualising and imagining options • Finding new ways to do things

Making links (building theories) • Making links and noticing patterns in their experience • Making predictions • Testing their ideas • Developing ideas of grouping, sequences, cause and effect

Working with ideas (critical thinking) • Planning, making decisions about how to approach a task, solve a problem and reach a goal • Checking how well their activities are going • Flexibly changing strategy as needed • Reviewing how well the approach worked

• Use the language of thinking and learning: think, know, remember, forget, idea, makes sense, plan, learn, find out, confused, figure out, trying to do. • Model being a thinker, showing that you don’t always know, are curious and sometimes puzzled, and can think and find out. I wonder? • Give children time to talk and think. Make time to actively listen to children’s ideas. • Encourage open-ended thinking, generating more alternative ideas or solutions, by not settling on the first suggestions: What else is possible?. • Always respect children’s efforts and ideas, so they feel safe to take a risk with a new idea and feel comfortable with mistakes. • Encourage children to question and challenge assumptions. • Help children to make links to what they already know. • Support children’s interests over time, reminding them of previous approaches and encouraging them to make connections between their experiences. • Help children to become aware of their own goals, make plans, and to review their own progress and successes. Describe what you see them trying to do, and encourage children to talk about what they are doing, how they plan to do it, what worked well and what they would change next time. • Talking aloud helps children to think and control what they do. Model self-talk, describing your actions in play. • Value questions, talk, and many possible responses, without rushing toward answers too quickly. • Sustained shared thinking helps children to explore ideas and make links. Follow children’s lead in conversation, and think about things together. • Encourage children to choose personally meaningful ways to represent and clarify their thinking through graphics. • Take an interest in what the children say about their marks and signs, talk to them about their meanings and value what they do and say. • Encourage children to describe problems they encounter, and to suggest ways to solve the problem. • Show and talk about strategies – how to do things – including problem-solving, thinking and learning. • Encourage children to reflect and evaluate their work and review their own progress and learning. • Model the plan-do-review process yourself.

• In planning activities, ask yourself: Is this an opportunity for children to find their own ways to represent and develop their own ideas? Avoid children just reproducing someone else’s ideas. • Build in opportunities for children to play with materials before using them in planned tasks. • Play is a key opportunity for children to think creatively and flexibly, solve problems and link ideas. Establish the enabling conditions for rich play: space, time, flexible resources, choice, control, warm and supportive relationships. • Recognisable and predictable routines help children to predict and make connections in their experiences. • Routines can be flexible, while still basically orderly. • Provide extended periods of uninterrupted time so that children can develop their activities. • Keep significant activities out instead of routinely tidying them away, so that there are opportunities to revisit what they have been doing to explore possible further lines of enquiry. • Plan linked experiences that follow the ideas children are really thinking about. • Represent thinking visually, such as mind-maps to represent thinking together, finding out what children know and want to know. • Develop a learning community which focuses on how and not just what we are learning. • Setting leaders should give staff time to think about children’s needs, to make links between their knowledge and practice.

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Critical Thinking Skills for Preschoolers: 4 Fun Activities to Try at Home

For preschoolers, critical thinking involves the ability to think clearly and rationally in order to understand logical connections between ideas.

To engage in reflection and independent thought, children must be encouraged to become active learners rather than passive recipients of information.

Furthermore, rigorously questioning ideas and assumptions is all about determining whether arguments and findings represent the entirety of the facts of a situation.

While intuition and instinct can take preschoolers so far, it is critical thinking skills that allow children to identify, analyse and solve problems systematically.

Critical Thinking and the Power of Play

At our Kids Konnect preschools in Redwood City , Pacifica , San Mateo - Bunker Hill , San Mateo - Downtown and San Leandro we encourage children to explore cause and effect through play.

Throughout our play-based curriculum , preschoolers are provided with endless opportunities to try new things and see the resulting reactions in a safe and inclusive environment that facilitates learning.

Moreover, it is through these practical experiences of play with a purpose that children gain the integral foundations for critical thinking skills.

That being said, how can you help your preschooler to approach problems in a consistent way so that they can understand the links between concepts and ideas and master critical thinking?

Let’s discover four activities that you can try at home with your child to guide the development of their critical thinking skills.

1. Guess the Toy

Place one of your child’s toys behind your back and ask your child to guess what you are hiding.

Give your preschooler clues and see if they can ask you questions about the color, size, and texture of the toy.

Once they have grasped the concept of the game, swap roles to help your child understand how to make guesses based on what they already know.

2. Make a Menu

Tap into your preschooler’s love of food by compiling an extra special menu together.

Simply show your child some ingredients from the kitchen and ask them to come up with meal ideas.

Ask about which flavors they do and do not like, and if they create something delicious you could even consider giving it a try.

3. Food Tasting

One of the easiest ways to elicit opinions from a preschooler is by introducing them to new foods.

Just like adults, children form strong likes and dislikes so put out a selection of healthy foods with exciting tastes and textures and see what your little one thinks.

You could even let your child predict whether or not they will like a new food and ask them for reasons why.

4. Browse the Family Photo Albums

Looking at photographs is an excellent way to ask your child questions that require a deeper level of thinking.

Most images have a story behind them so sit down with your preschooler and discuss what is happening in each picture.

Additionally, flicking through a photo album can give your preschooler a quick ‘who's who’ of family members and friends that can spark conversations that could lead anywhere.

The STEAM Connection

At Kids Konnect, we're super focused on finding fun ways to develop critical thinking skills in a fun way. It's all part of our play-based STEAM curriculum .

STEAM -focused lessons prompt preschoolers to systemically work through problems and apply information about science, technology, engineering, the arts, and math to figure out solutions.

Above all, enrolling your child at a Kids Konnect preschool gives them the opportunity to be innovative by providing a joyful environment and classroom experiences that are conducive to learning.

Heading out on a play date with your preschooler some time soon? Check out our blog post for 9 quick and easy STEAM play date ideas .

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Nurturing Critical Thinking Skills in Preschoolers: Engaging Activities and Games

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• August 20, 2021
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6.  Improve Memory and Observation Skills

Having good memory and observation skills is essential for all kids, but these skills are effective tools for developing critical thinking skills. For example, if you give your child a list of different items, ask them to find the item you’re looking for. It will help your kid improve their memory. Or, if you want them to develop their observation skills, tell them about the things around your house and ask them what color they are and how they are different from each other. They should be able to use their observed skills on various objects like toys, and it will also help them determine what colors match best with each other.

7.  Let them Play Games

Boredom leads kids to lose interest, but fun can help them cultivate critical thinking skills.  Keep your child entertained  with various games and activities that stimulate their mind and help them develop good motor skills and problem-solving abilities. For example, your kids can play brain teasers, a logic game called connect four, or a word search and  imagination gameplay  like Hide and Seek. These games help children increase their concentration span and focus. Thus, improve their thinking abilities.

8.  Board Games

Board games are excellent ways to help kids develop critical thinking skills because they make decisions based on different factors. For example, they will have to use their analytical skills to determine where they will move next and the probability of winning the game. Then, they have to reach their final destination by rolling the dice and making decisions based on different factors like the number on the dice and its relation to their surroundings.

9.  Read

Reading is an excellent way of improving critical thinking skills in kids, especially if they want to become writers one day or become good at writing essays.  Reading different kinds of books  will help them with their reading and writing skills and improve their critical thinking abilities and logical thinking.

10.  Use Question and Answer

Different kinds of questions can help kids develop their critical thinking skills. For example, ask them questions like “Why is it so?” or “What do you think will happen if…?” to get them to think about the situation. Then, when they answer, ask them to explain how they got to that point and see if they understand the situation. If not, ask them why they do not understand a particular situation.

Critical thinking skills improve when children are taught to see the world around them with different perspectives and make better decisions by considering the various possibilities.

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13 Growth Activities To Raise Critical Thinking Toddlers

Table of contents, the most important skills .

Hi friends! As a homeschooling mama of a busy two-year-old, I’m always looking for one more great way to nourish her growing mind. The most important skills are critical thinking skills, and  I’m incredibly passionate about helping young children grow up to be critical thinkers. 

I wanted to share the critical thinking activities for toddlers and techniques I’ve found most helpful for promoting critical thinking in my little one. As she interacts with the world around her, I try to encourage her to ask questions, make observations, and draw logical connections. 

First, I set up our learning space with open-ended toys like blocks, puzzles, and sensory bins. This gives my toddler the freedom to explore materials, test theories, and engage her problem-solving skills. I also take her outdoors often so she can examine nature up close. A nature scavenger hunt is a fun way to exercise those observation abilities! 

In our daily life, I look for chances to engage in critical thinking. Bath time becomes an opportunity for sinking/floating experiments. At mealtimes, we discuss food attributes like colors, textures, and tastes. And I try to read interactive stories that ask thought-provoking questions.  

Play is super vital besides independent play, I make time for free play, pretend play, and imaginative play.  We do group activities to build social skills and teamwork. The other day, we did a collaborative marble run challenge with some friends that required planning, testing, and creative problem-solving. So fun to see their little minds at work!

I don’t expect expert-level analysis from a toddler, but fostering this mindset from a young age builds confidence and cognitive skills over time. My kiddo seems to love exploring ideas and figuring things out. And nothing warms this homeschooling mama’s heart more than seeing that look of discovery on her face! 

Let me know if you have any favorite critical thinking activities for the toddler bunch. I love to hear different perspectives!

 How to assess your child’s reading level at home: The Five Finger Test

What is Critical Thinking for Toddlers?

For young minds, critical thinking is the ability to observe details, ask questions, problem-solve, and make connections through exploring their world. It’s about nurturing natural curiosity and independence. My daughter shows this when she examines objects like bugs or flowers up close, asks “why” questions non-stop, or figures out how to build a block tower through trial and error. 

Why Build Logical Skills Early On? 

The toddler years are the perfect time for honing basic critical thinking skills. Their brains are primed for establishing thinking pathways and making cognitive connections. When we engage toddlers in activities that exercise observation, questioning, and problem-solving, we equip them with skills that will benefit them down the road academically and socially. 

Cognitive Skills: The Building Blocks of Critical Thinking

Language Development is an essential life skill

I nurture language development by narrating our day and expanding on my toddler’s statements. This strengthens communication skills crucial for critical thinking.

Problem-Solving Abilities

Simple games that involve cause and effect, sequencing, or sorting help hone early problem-solving skills and logical reasoning skills. I see my kiddo light up when she figures something out!

Fostering an Enriching Learning Environment

Dedicated Play Space

We converted our spare room into a playroom filled with open-ended toys, art supplies, and hands-on materials like sand tables. This space encourages curiosity and discovery. 

Open-Ended Toys 

Some of our favorites include blocks, puzzles, sensory bins, and pretend play sets. These toys allow for imaginative experimentation rather than having a fixed outcome. 

Outdoor Exploration

We spend lots of time outdoors examining plants and insects, splashing in puddles, and going on nature scavenger hunts. Outdoor time spurs curiosity about the natural world.

Everyday fun Activities 

Problem-Solving activities

Puzzles, matching games, and shape sorters encourage logical thinking and perseverance through trial and error. We also love imaginary games like going on a bear hunt!

Sensory Play

Activities like playing with kinetic sand, water beads, or finger painting different objects can be a critical thinking exercise for the senses and promote open-ended experimentation and problem-solving. 

Storytelling 

I ask thoughtful, critical thinking questions and involve my toddler when reading stories. We talk about the characters’ feelings, make predictions, and discuss creative solutions. 

Artistic Expression 

Our favorite art supplies include crayons, play-dough, paper, glue, and child-safety scissors. Creating art fosters really great skill for creative thinking and problem-solving skills in creative ways by using creative ideas. 

Digital Activities in Moderation

Educational Apps 

I limit screen time but do let my toddler play with a few trusted apps focused on critical thinking, like simple puzzle games and creative drawing programs. 

Balance with Offline Play

While some digital activities can engage her mind, hands-on exploration, movement, and social play are crucial. I aim for minimal screen time.  

Incorporating Critical Thinking Into Everyday Life

Mealtime Choices 

I present two healthy food options and ask my toddler questions to help her consider the choices. This gets her thinking and promotes autonomy in simple ways, but it makes a huge impact.

Bathtime Experiments  

Bath time becomes a chance for critical thinking with sink/float challenges, pouring games, and even some supervised mixing of water and bubbles is an excellent way to practice problem solving.

Using Bedtime Stories To Enhance Critical Thinking

I’ve found bedtime stories to be a fantastic way to nurture critical thinking in my toddler before she drifts off to sleep. 

When we crack open a book at bedtime, I make sure to choose stories that have some problem-solving element or dilemma for the characters. 

Then I engage my toddler in the story by asking the right questions that are open-ended questions about what she thinks will happen next or what she would do if she were the character. We talk through different choices the characters could make and the potential consequences. This helps my little one learn to be an active learner and think critically about decision-making and reasoning without just accepting things at face value and ultimately make good decisions in life. 

After we finish reading, I sometimes have her retell parts of the story in her own words to build her comprehension and narrative skills. Reading interactively at bedtime stretches her thinking and lets her snuggle up with a curious mind.

 I recommend choosing picture books with fun problem-solving plots if you want to turn bedtime stories into stimulating brain-building sessions!

As parents, we can model critical thinking and problem-solving in our everyday actions to demonstrate these skills for our toddlers. When tackling problems, I think out loud so my toddler can follow my thought process. For example, when building something I might say “Hmm, this piece doesn’t fit here. I wonder if turning it this way would work better?” I narrate how I’m testing different solutions so she can see the step-by-step reasoning. 

During daily tasks like cooking or cleaning, I also involve my toddler in the problem-solving. If I’m trying to organize my toolbox, I’ll ask her questions like “Which of these tools is the biggest? Where do you think it should go?”Guiding her through the decision analysis demonstrates how to work through a challenge. I always explain my rationale for the choices I make too. The more I demonstrate thoughtful problem-solving, the more my toddler sees critical thinking in action. Leading by example helps these cognitive skills become ingrained from an early age.

Nurturing A Critical thinking Mindset At Home

Here are some of the techniques I use to nurture critical thinking:

– We turn daily routines like cooking, laundry, or errands into learning opportunities by talking through the steps and asking questions.

– I provide open-ended toys like blocks, puzzles, crayons and other art supplies that allow for creativity. 

– We read interactive stories where my toddler can fill in the blanks or make predictions. 

– Outside time is great for curiosity and critical thinking – we examine flowers, clouds, and insects up close during nature walk. 

– Independent play allows my toddler to problem-solve without interference as she explores the world. 

I’m careful not to provide too much direct instruction at this young age. Instead, I see my role as setting up an enriching environment and letting her imagination take flight!

These early thinking skills will give her confidence in preschool and beyond. I’m so proud to see her make connections or figure something out independently. The toddler years are fleeting so I’m cherishing each “aha” moment!

 Unlock the Secret of Your Perfect Parenting Style Now!

Cheat Sheet: How To Foster Critical Thinking in Toddlers

Chart: 13 Critical Thinking Activities For Toddlers Chart

13 activities that promote critical thinking skills for toddlers, preschoolers and young children.

Frequently Asked Questions

How do I teach my toddler critical thinking?

You can teach critical thinking skills by encouraging observation, curiosity, and hands-on exploration. Provide open-ended toys and ask questions that stimulate reasoning. Allow time for independent play and problem-solving. Narrate thought processes during daily activities. Set up cause-and-effect experiments. Introduce age-appropriate logic puzzles and games. 

What activities develop critical thinking?

Activities that promote critical thinking include sensory play, imaginative play, sorting/matching games, open-ended art projects, reading interactive stories, participating in daily tasks, outdoor scavenger hunts, science experiments, and any opportunity for your toddler to ask questions and figure things out independently.

What are creative thinking activities for toddlers? 

Creative thinking activities allow toddlers to come up with innovative solutions. Examples include: open-ended art like painting or play-dough, building structures with blocks, pretend play scenarios, completing puzzles in different ways, exploring musical instruments, storytelling, and hands-on science experiments. 

What is an example of critical thinking for preschoolers?

An example of critical thinking for preschoolers is asking them to figure out how to retrieve a ball that rolled under a piece of furniture. They must analyze the situation, strategize a solution, and problem-solve based on logic. Other examples include sorting toys by specific attributes, arranging sequences of pictures, and answering reasoning questions after reading a story.

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Conversations with Children! Asking Questions That Stretch Children’s Thinking

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When we ask children questions—especially big, open-ended questions—we support their language development and critical thinking. We can encourage them to tell us about themselves and talk about the materials they are using, their ideas, and their reflections.

This is the fifth and final article in this TYC series about asking questions that support rich conversations. During the past year, Conversations with Children! has documented and analyzed the many different types of questions teachers ask and the rich discussions with children that flowed from those questions. The series has explored children’s interests, considered their developmental needs, respected their cultural perspectives, and highlighted their language development and thinking.

Using an adaptation of Bloom’s Taxonomy to think about the types of questions teachers ask children, this article focuses on intentionally using questions that challenge children to analyze, evaluate, and create. This can increase the back-and-forth dialogues teachers have with children—stretching children’s thinking!

For this article, I spent the morning in a classroom of 3- and 4-year-olds, located in a large, urban elementary school in Passaic, New Jersey. All 15 children spoke both Spanish and English (with varying levels of English proficiency), as did their teacher and assistant teacher. The teachers in this classroom stretch their conversations with children, having extended exchanges in both languages by listening to and building on children’s answers.

Understanding Different Types of Questions

Bloom’s Taxonomy has long been used as a way to think about the types of questions we ask students. We have adapted it for young children. Although Remember has mostly right or wrong one-word answers and Create invites use of the imagination and answers that are complex and unique to each child, these levels are just guides. It is up to you to consider which types of questions are appropriate for each child you work with. The lower levels form the foundation for the higher ones.

identify, name, count, repeat, recall

describe, discuss, explain, summarize​

explain why, dramatize, identify with/relate to

recognize change, experiment, infer, compare, contrast

express opinion, judge, defend/criticize

make, construct, design, author

A conversation about building with cups in the makerspace

A conversation between the teacher and two children began during planning time and continued as the children built in the makerspace.

During planning time

Teacher : I am excited to see how you will build with the cups. Do you have any idea how you will build with them? ( Analyze )

Child 1 : I will show you what I can do. ( He draws his plan on a piece of paper .)

Child 2 : I want to work with the cups too.

Teacher : Maybe you can collaborate and share ideas.

Child 2 : Yeah, we can work together.

Child 1 : We can build a tower.

Teacher : I wonder how tall it will be. I am very curious. I wonder, what will you do with the cups? ( Create ) I can’t wait to see!

Later, as the first child is building

Teacher : Can you describe what you did? ( Understand )

Child : I put these two and put these one at a time and then these two.

Teacher : How did you stack these differently? ( Analyze ) (The child doesn’t respond.)

Teacher : I noticed you stacked this one and this one in a diff erent way. How did you stack them differently? ( Analyze )

Child : (He becomes excited, pointing.) I show you!

Teacher : Please demonstrate!

Child : I knew what my idea was. (He shows the teacher how he stacked the cups.)

Teacher : Can you describe what parts of the cups were touching? ( Understand )

Child : The white part. Teacher: Oh, that is called the rim of the cup. How did you stack this one? ( Apply )

Child : I was trying and trying and trying!

Teacher : So you are stacking the rims together. And how is this stack different? ( Analyze )

Child : This one is the right way and this one is down.

Teacher : Oh, this one is right side up and this one is upside down!

A conversation about creating a zoo in the block area

The children were preparing for a visit to a local zoo. After listening to the teacher read several books about zoos, one child worked on building structures in the block area to house giraff es and elephants.

Teacher : I am excited to see how you are building the enclosures.

Child : It fell down and I’m making it different.

Teacher : So it fell down and now you’re thinking about building it a different way. Architects do that; they talk about the stability of the structure. How can you make it sturdier so it doesn’t fall? ( Evaluate )

Child : I’m trying to make a watering place for the elephant to drink water. I have to make it strong so he can drink and the water doesn’t go out.

Teacher : Maybe you can be the architect and draw the plans and your friend can be the engineer and build it. How do you feel about that? ( Evaluate )

Child : I’m gonna ask him.

A conversation about coding with robots

The children had been using the Ozobot Bit, a small robot that introduces children to coding, for many months. Because these robots are programmed to follow lines and respond to specific  color patterns (e.g., coloring small segments of the line blue, red, and green will make the robot turn right), preschoolers engage in a basic form of coding just by drawing lines. In this conversation, the teacher helps a child develop his own code.

Teacher : So tell me: what do we have to do first? ( Understand )

Child : (He draws as he speaks.) You have to keep going.

Teacher : Why do we have to do it that way first? ( Apply )

Child : Because have to draw it ’fore it can go. And you don’t draw it, it don’t go nowhere. Wanna see?

Teacher : So if it’s not on the line, it won’t go anywhere. It only goes on the line.

Child : Yeah.

Teacher : Okay. So are there any rules you have to follow? What rules do I need to know? ( Apply , Analyze , Evaluate )

Child : You can’t stop it with your hand. . . . And if you want to make another one, first you have to turn it off and then you make another one. (He demonstrates with four markers how to code on the paper and then puts the robot on the line.) Now it going backwards.

Teacher : So how could you fix it so it continues? ( Analyze , Evaluate , Create )

Child : (He makes the black line on the paper thicker and retries the Ozobot, but it still stops and turns around.)

Teacher : How can you fix it? Try something else to solve the problem. What should we try next? ( Analyze , Evaluate , Create )

Child : I gonna do the whole thing again. (The child starts drawing the code.)

A conversation to stretch dramatic play

A child held a baby doll and a girl doll as the teacher entered the dramatic play area.

Teacher : Tell me about the baby. ( Apply )

Child : This girl has a baby. We going to the doctor because we all sick.

Teacher : How do you think the doctor will help you get better? ( Evaluate )

Child : The doctor has to check my heart and then he gonna check my mouth.

Teacher : So what can you do to help your friends get better after the doctor checks your mouth and heart? How will you take care of them and yourself? ( Apply , Analyze , Evaluate )

Child : They go to bed back home and go to sleep.

Teacher : And what will you do? Tell me more about that. ( Apply , Analyze , Evaluate )

Child : I’m going read them a book.

Teacher : Oh, that is such a good idea! Do you have a special book in mind? ( Understand , Apply )

Child : (She nods her head in affirmation and smiles broadly.) I have a special book. (She holds up My House: A Book in Two Languages/Mi Casa: Un Libro en Dos Lenguas , by Rebecca Emberley.)

Teacher : Will you read the book to me? I’ll pretend that I am sick and I am in the bed and you can read the book to me. (The child gives the teacher a small blanket.) You are giving me my blankie. You read and I’ll listen. ( Apply , Create ) (The child invents her own story as she turns the pages.)

As the teacher, it’s up to you, the one who knows your students best in an educational setting, to decide which questions are appropriate for which children during a particular interaction. It can be challenging to develop and ask questions that engage children in analyzing, evaluating, and creating, such as, “If you could come to school any way you wanted, how would you get here? Why?” But questions that each child will answer in her own way are well worth the effort!

Note : Thank you, Megan (teacher), Ms. Perez (assistant teacher), and all of the wonderful students who taught me so much about coding! In addition to being the teacher, Megan King is the author of the chapter “A Makerspace in the Science Area” in the book Big Questions for Young Minds: Extending Children’s Thinking . And a great big final thank-you to the five preschool classrooms that invited me into their worlds, sharing their questions and conversations with TYC readers.

Suggestions for Intentionally Stretching Conversations with Young Children Ÿ

• Make sure to allow plenty of wait time for children to process what you are saying, think about it, and answer. Give them at least a few seconds, but vary this according to the children’s needs. Ÿ  
• Listen to the children’s responses. Use active listening strategies: make eye contact, encourage children to share their ideas, and restate or summarize what they say. Ÿ  
• Ask another quesiton or make a comment after the child answers. If you aren’t sure how to respond, you can almost always say, “What else can we add to that?” or “Tell me more about that.”

More high-level questions to spark conversations

In the makerspace: Ÿ

• Which material worked better in this experiment? Why? ( Analyze ) Ÿ  
• What are some reasons your machine worked/didn’t work? How will you change it now? ( Evaluate ) Ÿ  
• What will you be constructing today? Can you draw your plans? ( Create )

In the block area: Ÿ

• How is the house you built different from/the same as your home? ( Analyze ) Ÿ  
• What do you think would happen if we removed this block to make a doorway or window? ( Evaluate ) Ÿ  
• How will you create on paper the house you want to build? What details will you write or draw so you can remember what you want to build in case you don’t have time to finish today? ( Create )

With robots: Ÿ

• Why do you think the robot got stuck? ( Evaluate ) Ÿ  
• Why didn’t the code work this time? ( Evaluate ) Ÿ  
• How will you design a game for the robots to play? ( Create )

During dramatic play:

• Ÿ How could you turn this piece of fabric into part of your costume? ( Analyze ) Ÿ  
• How could we change the house area to make it cozier for the babies? ( Evaluate ) Ÿ  
• I wrote down the story you told your patient when she said she was afraid of the dentist. Can you illustrate the story to make a picture book? ( Create )

Photographs: Courtesy of the author

Janis Strasser,  EdD, is a teacher educator and coordinator of the MEd in Curriculum and Learning Early Childhood concentration at William Paterson University in Wayne, New Jersey. She has worked in the field of early childhood for more than 40 years.

Vol. 12, No. 3

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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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Critical Thinking Activities for Preschoolers

Written by: Kokotree

Last updated: October 16, 2022

K ids are sponges. They soak up information and learn new things every day, whether we realize it or not! One of the best things we can do as parents are to help foster our children’s natural ability to think critically by providing engaging critical thinking activities for preschoolers.

What is Critical Thinking for Preschoolers?

Why teach preschoolers critical thinking, how to teach preschoolers critical thinking, here’s a list of critical thinking activities suitable for preschoolers:, the importance of predictions, the observation phase, discussing results, reading to complement experiments, the takeaway for parents, toy scenarios, relational language, drawing maps, real-world applications, parental involvement, starting simple, adding complexity, story-based patterning, encourage observations, parent tips, fold and cut, mirror images, symmetry in nature, question and understand, what parents should know, picture cards, daily routines, storytime sequencing, cooking together, parent’s role, a skill for life, animal sorting, food categories, color coding, advanced classifying, ask questions, skill building, simple pairings, attribute matching, word pairings, “what doesn’t belong”, ask open-ended questions, why analogies matter, mixed criteria, question and discuss, importance for cognitive development, basic counting with objects, count and compare, counting games, skip counting, the “guess the number” game, subtraction and addition, why counting matters, using everyday scenarios, hands-on activities, beyond just numbers, make it a game, questions to prompt thinking, importance in daily life.

Critical thinking for preschoolers refers to their ability to process information independently, make connections, reason, and make well-thought-out decisions. It involves encouraging curiosity, asking questions, and understanding the “why” behind concepts.

Teaching critical thinking to preschoolers is essential as it fosters independence, boosts problem-solving skills, and prepares them for future academic and life challenges. It also enhances their creativity, adaptability, and ability to navigate complex situations.

To teach preschoolers critical thinking, introduce open-ended questions, provide hands-on experiences, encourage curiosity, engage in storytelling, promote problem-solving activities, and create an environment where they feel safe to express ideas and make mistakes.

• Sorting and Categorizing : Provide a mix of objects and have them sort them by various attributes (color, size, shape, texture).
• Story Sequencing : Use picture cards to tell a story and ask them to arrange them in the correct order.
• What’s Missing? Game : Set up a few items, let the child study them, then remove one when they aren’t looking and ask which one is missing.
• Pattern Recognition : Use colored blocks or beads to create a pattern and have them continue it.
• Cause and Effect Experiments : Simple experiments like “What happens when you drop a ball?” or “What happens if you put paper in water?”
• True or False Questions : A type of assessment where learners decide whether a given statement is accurate, often used to test knowledge on specific facts or concepts quickly.
• Memory Games : Classic games like ‘Simon says’ or matching card games.
• Question of the Day: Start the day with an open-ended question like, “Why is the sky blue?” or “How do plants grow?”
• Role Play : Encourage them to act out different scenarios, which helps in understanding different perspectives.
• Building Challenges: Using blocks or LEGO, set a challenge like “Can you build a bridge?” or “Make a house with a garage.”
• Problem Solving Scenarios: Give them hypothetical problems to solve, like “What would you do if your toy broke?” or “How can you share three apples with four friends?”
• Picture Interpretation: Show them a complex picture and ask open-ended questions about what they see, think, and wonder.
• Mystery Bag: Put an object in a bag and have them feel it without looking, then guess what it is.
• Puzzle Time: Regular puzzles are great for problem-solving and spatial recognition.
• Would you Rather Questions : Fun scenarios like “Would you rather be a fish or a bird?” This encourages reasoning and justification.
• Exploring Nature: Nature walks where they can observe, question, and learn about the environment.
• Music Exploration: Play different types of music and discuss how each one makes them feel.
• Story Creation: Give them a start, like “There’s a dragon in the garden…” and let them continue.
• Sensory Bins : Bins filled with sand, water beads, rice, or other materials where they can explore, measure, and experiment.
• Group Discussions: After a story or activity, discuss as a group what happened, why, and what might happen next.
• Prediction Activities: Activities where they predict what might happen next, whether in a story or a simple experiment.

Integrating these activities into a preschooler’s daily routine will help foster an environment of curiosity, exploration, and deepened understanding.

Science Experiments

Science experiments offer a unique avenue for diving into critical thinking activities for kids. Let’s break down how you can turn simple experiments into a world of exploration and reasoning for your little one.

Before starting any experiment, ask your child to make a prediction. Whether it’s guessing what color will result from mixing two paints or what will happen when you add salt to ice, predictions engage your child’s anticipatory skills.

While performing the experiment and science activity , encourage your child to observe keenly. What do they see, smell, or hear? Encourage them to note these observations down or share them with you. This engages their senses and promotes active learning during preschool .

After the experiment, sit down with your child and discuss what happened. Compare their initial predictions with the actual results. Did something unexpected happen? Great! This is a fantastic moment to introduce the concept of ’cause and effect,’ a cornerstone in critical thinking for preschoolers.

Consider pairing these experiments with related books. Reading material can help cement the scientific concepts you’ve explored, making the learning experience well-rounded.

Your role is crucial. The questions you ask and the encouragement you give can transform a simple science experiment into a treasure trove of critical thinking activities. It’s not just about the ‘doing’; it’s also about the ‘thinking’ that goes along with it.

By taking the time to prepare, observe, and discuss, you’re not just teaching science but instilling critical thinking skills that will last a lifetime.

Spatial Relationships

Understanding spatial relationships is a key aspect of critical thinking preschool activities. Not only does this skill lay the groundwork for geometry and other advanced math concepts, but it also helps your child navigate through the world more effectively. So, how can you turn understanding spatial relationships into a critical thinking exercise for your preschooler?

Start by engaging your child with simple toy scenarios. For example, provide your child with a toy car and present a challenge: Can they position the car “under” the table or “next to” a book? This forces them to think critically about space and how different objects relate.

In these spatial activities , the language you use is crucial. Words like “under,” “over,” “next to,” “behind,” and “in front of” enrich their vocabulary and conceptual understanding. Make a game out of it; ask them to place their toy “beside” the couch, then “beneath” a chair, and so on.

Drawing simple maps can also be a fun way to explore spatial relationships. You and your child can draw a map of a room in your house or even a treasure map. This helps your child think critically about space on a two-dimensional scale.

Use real-world situations to apply these concepts. For example, you could ask your child to help you find the shortest path from the car to the entrance of a store. This engages them in problem-solving and turns an everyday task into a critical thinking game for kids.

Your involvement is essential. The prompts you give and the questions you ask can be geared towards understanding the reasoning behind their choices. Why did they think the car should go “under” the table and not “on top of it”? Their answers can offer insightful glimpses into their thought processes.

Integrating these activities into your child’s routine provides essential tools for their cognitive development. It’s not just about understanding spatial relationships; it’s about setting the foundation for logical reasoning and problem-solving—skills that are vital for future learning.

Patterning is an enjoyable and instructive way to introduce activities to develop critical thinking skills in preschoolers. Recognizing and creating patterns help children understand order and make predictions, essential skills for both math and everyday life. So how can you engage your child in patterning activities?

Begin with straightforward activities. Give your child a set of blocks in different colors or shapes and ask them to arrange them in a simple pattern, like “red-blue-red-blue” or “circle-square-circle-square.

You can introduce more complex ones as they get comfortable with simpler patterns. For example, try a pattern that involves more than two colors or shapes, like “red-blue-green-red-blue-green.”

To make it more engaging, try creating a story around the pattern. Maybe the colored blocks are “cars in a parade” or “fruits in a basket.” Stories make the patterns more relatable and help in creating a rich context around what might otherwise be an abstract concept.

After your child has made a pattern, ask them to describe it to you. What do they see? What comes next? Why? This forces them to articulate their thought process, thereby improving both their language and critical thinking skills.

Your involvement in these patterning activities amplifies their effectiveness. Ask open-ended questions like, “Why did you choose to put the red block there?” or “What do you think comes next?” Your questions can guide them through the reasoning process, making these exercises not just patterning activities but also reasoning activities for preschoolers.

By incorporating patterning into playtime, you’re doing more than teaching colors and shapes; you’re instilling the ability to recognize relationships between objects—a skill that forms the basis of logical reasoning and critical thought.

Symmetry is not just an aesthetic concept; it’s a brilliant way to cultivate critical thinking in preschoolers. When children recognize or create symmetrical objects or arrangements, they’re learning about balance, equality, and relational properties—core elements in critical thinking preschool activities . Here’s how you can engage your child with symmetry.

The easiest way to start is by folding a piece of paper in half and cutting shapes along the folded edge. When you unfold the paper, you’ll have a symmetrical shape. Ask your child what they notice about the two halves. Are they the same or different? Why?

Another activity is to place a small divider between two identical sets of blocks. Build a pattern or shape with one set and ask your child to replicate it as a mirror image using the other set of blocks. This not only teaches symmetry but also enhances their observational skills.

Take a nature walk and ask your child to find examples of symmetry, like leaves, flowers, or even animals. Discuss what makes these objects symmetrical. This offers a more dynamic, interactive approach to understanding symmetry and engages them in critical thinking games for kids.

As always, your involvement and the questions you ask can bring depth to the activity. Why is it easier to find symmetry in some objects than in others? Why do they think symmetry exists in nature? These questions prompt deeper thinking and understanding.

Symmetry activities are more than just a game; they provide a foundation for more complex mathematical concepts like geometry. Furthermore, they encourage your child to think about balance and fairness, abstract concepts that have real-world applications.

Symmetry activities offer a multi-faceted approach to critical thinking for preschoolers, combining math, nature, and everyday observations into a rich tapestry of learning experiences.

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Sequencing is an invaluable exercise that aids in developing a wide range of skills, from language and literacy to logic and problem-solving. This makes it one of the must-try critical thinking activities for preschoolers. Below are some ways you can approach sequencing with your child:

Start simple by using a set of picture cards that tell a story. Scatter them and ask your child to place them in a logical order. This helps them understand the concept of beginnings, middles, and ends, crucial for both storytelling and understanding sequences in daily life.

Use everyday routines as an opportunity for sequencing activities. Whether it’s getting dressed, preparing a simple snack, or cleaning up toys, ask your child to describe the sequence of actions needed to complete these tasks. This not only cements their understanding of everyday activities but also naturally integrates critical thinking into their day.

During storytime, pause to ask your child what they think will happen next or what came before a specific event. Encourage them to explain their reasoning. This turns storytime into an exercise in prediction and recall, both important components of sequencing and critical thinking for preschoolers.

Involve your child in simple cooking or baking activities . Ask them to describe the sequence of steps involved in the recipe. This not only helps in understanding sequencing but also incorporates elements of measurement and timing, adding layers to their critical thinking skills.

Your role is to facilitate and challenge. Ask questions like, “What will happen if we change the order of these steps?” or “Why do you think this comes after that?” By doing so, you’re transforming simple sequencing activities into deeper reasoning activities for preschoolers.

Sequencing isn’t just for stories or games; it’s a skill your child will use in academic settings and everyday life. By incorporating sequencing into various activities, you’re providing your child with a toolbox of skills for organizing information, problem-solving, and critically thinking about the world around them.

Classifying

The ability to classify and categorize is fundamental to human cognition and an excellent entry point for critical thinking preschool activities. Classifying allows children to make sense of the world by grouping items based on shared characteristics or qualities. Here are some ways to involve your preschooler in classifying activities:

One of the most engaging ways to introduce classification is through animals. Provide your child with a set of toy animals and ask them to group them by various criteria: type (mammals, birds, reptiles), habitat (water, land, air), or even by the number of legs. This exercise not only enhances their understanding of biology but also hones their observation and reasoning skills.

Another fun activity involves sorting food items. You could give your child a mix of plastic fruits, vegetables, and junk food items and ask them to separate them into corresponding categories. This also serves as a great opportunity to discuss healthy eating habits .

For younger children, color can be the most straightforward attribute to classify. Offer them an assortment of beads, blocks, or other multi-colored items and ask them to sort these based on color. This is a simple yet effective exercise in classification.

As your child becomes more proficient, you can introduce multiple levels of classification. For example, they could first sort animals by type and then sort those types by size or diet. This adds layers to their critical thinking and problem-solving abilities.

Remember, your involvement is crucial. Asking questions like, “Why did you decide to group these together?” or “What makes these items similar or different?” can deepen their understanding and turn the activity into a rich discussion. This elevates it from a mere exercise into a critical thinking game for kids.

Classification activities offer much more than just an understanding of categories. They help build logical thinking, improve vocabulary, and can even introduce basic scientific concepts. These are all essential stepping stones in developing robust critical thinking skills for your preschooler.

By regularly incorporating classifying exercises into your child’s playtime, you are actively helping them construct a framework for understanding the world in a more organized and logical manner.

Analogies are one of the more advanced yet highly effective critical thinking activities for kids. They challenge children to identify relationships between disparate things by finding a common thread. While it may seem like a complex skill, it can be broken down into simpler components for preschoolers to understand. Here’s how to make analogies an accessible and engaging activity for your little one.

Begin with objects that are obviously related but different, like an apple and an orange. Ask your child to explain how they are similar or different. The goal is to get them thinking about attributes that aren’t immediately obvious, like the fact that both are fruits despite differing in color, taste, and texture.

Provide your child with a collection of assorted items and ask them to match them based on one common attribute. For example, a spoon and a fork could be matched because they’re both utensils, even though one is used for scooping and the other for piercing food.

As your child becomes more comfortable with the concept, move on to word-based analogies. You could start with opposites like hot/cold or day/night. Ask your child what makes these pairs opposites and to think of other examples.

A fun twist on analogies is the “What doesn’t belong?” game. Present your child with a group of three or four items where one item is notably different. Ask them to identify the odd one out and explain why it doesn’t belong. This game turns analogies into critical thinking games for kids that are both educational and engaging.

As always, your participation enhances the activity. Ask open-ended questions like, “Why do you think these two are alike?” or “Can you think of other things that are similar in this way?” These questions encourage a deeper exploration of the concept, making it an excellent activity to develop critical thinking skills.

Analogies help build a variety of skills including vocabulary, reasoning abilities, and problem-solving skills. They encourage children to make connections between different pieces of information, a critical skill not just in academic settings but in everyday decision-making.

By incorporating analogies into your routine, you help your child develop an essential tool for interpreting the world around them, boosting their critical thinking and cognitive abilities.

Sorting and Categorizing

Sorting and categorizing activities are foundational for preschool-aged children and serve as a cornerstone for developing critical thinking skills. They not only help kids recognize patterns but also teach them how to make educated judgments. Here’s how you can make sorting and categorizing a fun and enlightening experience for your little one.

Sorting by shape is one of the simplest ways to begin. Provide your child with an array of different shapes like circles, squares, and triangles. You can use household items like buttons, blocks, or even cut-out paper shapes. Ask your child to separate these items into different piles based on their shapes.

Colors offer another straightforward criterion for sorting. You can use colored balls, beads, or toys and ask your child to group them based on their color. This is a simple but effective way to get children to focus on characteristics, thereby introducing them to the basics of categorization.

Sorting by size provides a slightly more advanced challenge and introduces the concept of relativity. Give your child a mix of big and small objects, and ask them to sort them into ‘big’ and ‘small’ groups. As they get better at this, you can introduce medium-sized items for a greater challenge.

As your child becomes more proficient, you can make the activity more complex by mixing criteria. For instance, they can sort by both color and size, creating groups of small red items, large red items, small blue items, and so on. This type of multi-criteria sorting is a great way to sharpen their critical thinking abilities.

Make sure to ask questions during these activities. Queries like, “Why did you put this here?” or “What makes these two items the same?” promote reasoning and dialogue. You can thereby elevate sorting and categorizing from a simple task to one of the essential critical thinking activities for preschoolers.

Sorting and categorizing lay the groundwork for mathematical concepts and logical reasoning. These activities train the mind to identify, compare, and analyze objects based on specific characteristics, making them powerful tools in shaping a child’s cognitive abilities.

Sorting and categorizing can be as simple or as complex as you make them, but their benefits for critical thinking and overall cognitive development are immense. By incorporating these activities into your child’s routine, you’re setting the stage for more complex intellectual feats as they grow.

Counting may appear to be a simple skill, but it’s much more than just reciting numbers. It’s a fundamental aspect of early education that sets the stage for more advanced math and critical thinking skills. Here’s how to make counting a multifaceted learning experience for your preschooler.

Start with the basics by using everyday objects like toys, fruits, or even items in a room. Ask your child to count them and tell you how many there are in total. This not only teaches them to associate numbers with quantities but also introduces them to the concept of ‘totality’—an important foundational idea for future math skills.

Once your child can count confidently, introduce them to the concept of comparing quantities. Place two groups of objects in front of them and ask questions like, “Which group has more?” or “How many more cars are there than trucks?” This introduces them to the skill of evaluating quantities, an essential part of critical thinking.

Turn counting into critical thinking games for kids. Whether it’s counting the number of steps in a staircase as they climb or counting the number of red cars they see while on a drive, games make the counting process engaging and fun.

As your child becomes more proficient, you can introduce the concept of skip counting—counting by twos, fives, or tens. This helps them understand multiplication at an early age and strengthens their number sense, paving the way for more complex math skills.

For a fun twist, you can play the “Guess the Number” game where you think of a number within a range they can understand, and they have to guess it. This helps them understand the concepts of ‘greater than’ and ‘less than,’ valuable tools for reasoning activities for preschoolers.

Simple addition and subtraction can also be introduced through counting. For example, you can start with five apples, take two away, and then ask how many are left. Or you could add two more and ask how many there are now. This helps your child understand the principles of arithmetic in a hands-on manner.

Counting isn’t just a math skill; it’s a critical thinking skill. It lays the groundwork for understanding more complex relationships between numbers and fosters logical reasoning skills that will be crucial in later stages of education.

By incorporating these various counting activities into your child’s routine, you’ll be helping them develop not just their ability to count but also their critical thinking abilities, making it a quintessential activity for their cognitive development.

Comparing Quantities

The ability to compare and contrast different quantities is not just a math skill; it’s one of the important activities to develop critical thinking skills. This skill helps children understand relationships between different sets, a critical component for problem-solving and logical reasoning. Here are some ways to explore this concept with your preschooler.

Begin with two sets of clearly different quantities. For instance, you could use four apples and two oranges. Ask your child to point out which set has more and which has fewer items. Reinforce the terms “more,” “less,” and “equal” to build their comparative vocabulary.

Use day-to-day experiences to create comparative situations. For example, you could ask, “Are there more people in the living room or the kitchen?” or “Do we have more forks or more spoons?” These questions not only hone their observational skills but also make them critically evaluate their surroundings.

Use toys or building blocks to physically create sets of different quantities. Ask your child to compare them. This hands-on approach can make abstract concepts more concrete for young minds.

Expand the concept of comparison beyond mere numerical quantities. For instance, ask them to compare the heights of different family members , the size of different rooms, or the loudness of different sounds. This broadens the scope of comparison and enhances their critical thinking skills.

Introduce critical thinking games for kids that focus on comparing quantities. For example, play a game where they have to divide a set of toys among siblings or friends, ensuring everyone gets an “equal” number. This not only reinforces the concept of comparison but also introduces the idea of fairness.

Always remember to ask follow-up questions. Inquire, “How did you know this set has more?” or “What makes you think there are fewer blocks here?” This encourages them to articulate their thought process, deepening their understanding and reasoning abilities.

Understanding the skill of comparing quantities is essential in daily decision-making. It aids in evaluating choices and in forming reasoned judgments. Therefore, it is an indispensable skill, relevant not just as a form of critical thinking for preschoolers but as a life skill.

Teaching your child to compare quantities provides them with the tools to make better decisions, solve problems , and navigate the world more effectively. It’s a cornerstone activity in developing their overall cognitive abilities.

Overall, preschoolers can engage in many different critical thinking activities to help develop their cognitive abilities . By providing your child with opportunities to learn, explore, and think critically, you can help them become more confident and capable learners throughout their lives!

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What is imaginative play and why is it important for young children?

Imaginative play helps children learn critical thinking skills. Here are expert tips and at-home activities you can do with your child.

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Playing pretend with your child might seem silly at times, but it’s actually pretty serious business when it comes to learning. Whether you’re new to playing dress up or having a pretend concert in your kitchen, or you are looking for more ways to spark your child’s imagination, we have tips for you!

We asked our Start Early experts for advice for parents and caregivers on the best ways to support your child’s learning and development through imaginative play, and they delivered.

Check out what Melissa Spivey, Teacher Assistant at Educare Chicago , a program of Start Early shared when it comes to making imaginative play a fun part of your everyday routine.

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Check out Melissa's tips:

What is Imaginative Play? Imaginative play is playing pretend. Imaginative play is important for young children, as it not only builds character, but also helps adults understand children’s perspective and how they view and take in the world around them. When caregivers understand a child’s perspective, caregivers can be a better resources for them.

Why is Imaginative Play Important? Many times, adults thinks that imaginative play is just for the children, when in fact it is for everyone. During imaginative play, you get to be anyone, anything, be any place and experience life outside of reality. During imaginative play you get to be free. Through imaginative play children learn critical thinking skills, how to follow simple directions, build expressive and receptive language, increase social skills and learn how manage their emotions.

While children can handle exploring imaginative play alone with their thoughts and experiences, caregivers can play a key role in helping scaffold a child’s development. For example, imaginative play might begin with you and your child and just a baby doll. The caregiver plays the role in adding words or actions to the play such as do you think your baby is hungry? That will prompt the child to feed the baby. Now we have a baby and food. Next, the caregiver might say, the baby made a mess with the food, what do you think we should do? This question prompts the child to think whether to clean the baby by washing the baby or just changing the baby’s clothes. Another example, the caregiver can say, “I think I smell something, could it be your baby?” This will prompt the child to smell the baby and change. Now we, have a baby, food and a diaper.

How to Incorporate Imaginative Play at Home? Incorporating imaginative play into your routine at home helps promote the parent-child relationship. Since bath time is already a routine for children, caregivers can add imaginative play to bath time. Adding imaginative play to bath time can be done by simply adding items such as a baby doll, small cars or cups from the kitchen. Washing the baby can help children identify different body parts and understand the difference between clean and dirty, while adding vocabulary words such as wash, soap, towel, water, clean, dirty. The same as washing the cars, children get a sense of how cars are changing from dirty to clean. For the cups, children can experience filling and dumping the water in and out of the cup. Adding vocabulary words such as filling, dumping, full, and empty. Remember imaginative play can be planned or spontaneous.

Easy Activities for Home

• Materials needed: any safe objects like wooden spoons or pots and pans to use while you and your child sing and dance to their favorite song.
• Materials needed: a baby doll or soft stuffed item.
• Materials needed: a chair, the couch and paper to use as money.

Tips for Halloween

When it comes to celebrating Halloween, children have the opportunity to live out their imaginative play fantasy by dressing up and becoming their favorite tv character. When picking costumes this holiday season, caregivers should become knowledge of the character that their children pick so that they can ask questions to keep the playing and learning going.

If you are going treat or treat, remember before leaving the house to give your child rules that they must follow while out in the public so that they can play safely. Giving your child the rules before leaving shows you are trusting them to be responsible. For example, caregivers can use character as the example on how following rules is important. For example, “I am expecting you to be a responsible superhero.” Or when the child is doing something outside of the rules, caregivers could say, “I wonder what will Spiderman do if his mother saw him doing that?

If the weather is too hot/cold/rainy for Trick or Treating this Halloween, you can still incorporate dressing up and imaginative play in other ways to still enjoy Halloween:

• District Park Halloween party
• Neighborhood Truck trick or treat
• Family Bowling night with character
• Family party at home (dress up)
• Movie night with the family watching Halloween movie
• Cooking with family

About the Author

Melissa Spivey

Teacher Assistant, Educare Chicago

Melissa Spivey is an Early Head Start teacher at Educare Chicago where she supports children’s development through a play-based instructional environment.

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by Ruksana Mohammed in Articles Teaching and Learning on June 25, 2014

The EYFS describes creating and thinking critically as when ‘children have and develop their own ideas, make links between ideas, and develop strategies for doing things’ (DfE, 2012, p.7). The third CoEL is all about thinking, and is associated with the need for children to make sense of experiences and develop thought over time. The interactions that children have with others, their environment, and the experiences they are involved in, allow children to actively think about the meaning of what they are doing. This is through perceiving patterns, inventing ideas, making connections, and developing concepts, which in turn allows children to develop knowledge about when and how to use particular strategies for learning or problem solving.  Becoming more aware of one's own thinking in this way is known as metacognition; Whitebread and Pasternak (2010) advocate that awareness of oneself as a thinker and learner is a key aspect of success in learning. Creating and thinking critically can therefore be summed up as being about ideas , connections, choices and strategies .

Having their own ideas (Ideas):

• Thinking of ideas

• Finding ways to solve problems

• Finding new ways to do things

This is when children use their imagination and creativity to take on challenges and explore how problems could be solved and how their ideas can be implemented. Being creative is more than arts and design and is a core aspect of the thinking process. It is about children generating their own ideas creatively by the use of their imagination. The Tickell Review supports this by stating that ‘being inventive allows children to find new problems as they seek challenge and to explore ways of solving these’ (Tickell, 2011. P.90) – ideas. What needs to be understood is that creativity is very much a process and often there is no clear identifiable outcome or product (DCSF, 2007, p.1); it is an idea initiated by the child that can take shape and form with the assistance of the supportive practitioner.

Using what they already know to learn new things (Connections) :

• Making links and noticing patterns in their experiences

• Making predictions

• Testing their ideas

• Developing ideas of grouping, sequences, cause and effect

When children have opportunities to play with ideas in different situations and with a variety of resources, they discover connections and come to a new and better understandings and ways of doing things (EYFS card, 4.3, 2008). Children link and develop concepts to different activities – making connections. It is also how children develop an understanding of sequences, cause and effect and how they build on these thoughts through description and scientific thoughts. Here thinking becomes more conscious as concepts are developed and connected together. However, Hutchin (2013, p.17) states that communication is an important aspect of this part of the CoEL. Communication is an important aspect of the thinking process, and the more open ended discussions practitioners have with children, the more they can help them talk about the connections  they are making, and as a result children understand their own thinking better.

Choosing ways to do things and finding new ways (Choices and Strategies) :

• Planning, making decisions about how to approach a task, solve a problem and reach a goal

• Checking how well their activities are going

• Changing strategy as needed

• Reviewing how well the approach worked

This is when children make choices and decisions in an organised way when undertaking new goal-directed activities or tasks. It involves children working out what to do, and how to change what they do, to achieve – developing strategies. Siegler and Alibali (2005) describe this way of involvement as toddlers and young children learning in ‘overlapping waves’ as they choose from older or newer strategies to suit the demands of the task they are involved in.

The bullet points in each of the above sections is from page 7 of the Development Matters Framework. I have provided a narrative observation below adapted from Cathy Nutbrown’s well renowned book ‘Threads of Thinking’ . The CoEL of creating and thinking critically can be observed in action in this observation. Can you identify the stated bullet points from the Development Matters document within the observation?

• Where are children’s own ideas apparent within this observation?
• Where have children used connections from previous experiences or knowledge?
• How are they using what they already know?
• What choices and strategies have children used to take their play forward?
• How has this play and thinking been supported by practitioners? How further can it be supported?

Date : 6 th October 2011      Name of Observer : Ruksana        Number of Adults Present : 1

Name of child/Children :

Amanda 4:8 years (F)                                                 

Adam 4:7 years (M)

Carlos 4:11 years (M)

Zeenat 4:8 years (F)                                                                                  

Start Time : 10.15am      Finish time: 10.40am                                                                                                         

Context of observation : child initiated play in the sand area with small animals.

Description of the activity observed : (adapted from Nutbrown, C. (2011) Threads of Thinking)

The group of children were playing with a tray of sand and some small animals. Zeenat started by saying that “all the animals are dead” , she paused and then said “ they need to be buried” . All the children arranged the tigers, monkeys, giraffes, elephants, whales, seals and penguins into a heap for them to be buried. Next, the children dug up holes in the sand and buried the animals in a row next to each other and then covered them up. Carlos said “let’s dig em up and start again” . The children then dug the animals out of the sand.

Adam bought over some water in a jug from the water area and added it in small amounts to the sand. Amanda assisted in mixing it. All the children then patted the damp sand down with their hands to make it flat, Zeenat and Amanda arranged some twigs in a circle, “this is a forest” said Amanda pointing to the inside of the circle of twigs. “So what’s on the outside then” Adam asked . “This is the edge of the forest, you see (Amanda made gestures with her hand in a circular motion) all that is inside is a forest, the forest ends on the edges of the circle” explained Zeenat. “yeah but what’s there when it ends” Adam asks again. Carlos arranged some shells on the edge of the forest, “this is the sea” said Carlos “ because when the forest finishes there is always sea” . Amanda dusted the sand off the animals and the children started to arrange the animals around the habitant they just created. The group had a discussion on where the different animals lived and in the end they agreed that some animals lived ‘inside the forest’ whilst the others lived ‘under the sea’. The children placed the animals into their chosen areas.

Amanda started sprinkling sand over the twigs and said “it’s snowing, the forest is all covered in snow because it hasn’t got a roof on it. The animals are covered in snow. They’ll die if they freeze to death” she said. So some of the animals died, “the small ones are dead” said Adam. “Why the small ones”’ Zeenat asked, “Because they are too small to survive the winter” Adam replied. “Yeah that’s true” Zeenat responded.

The children then dug holes at the edge of the forest and buried the ‘small’ animals. Carlos asked the group to be silent for a bit. Adam said “we need to know who is buried where” Zeenat bought over small labels and the children drew on them before sticking them onto the graves of the animals.

How effective is your environment in allowing children to create and think critically?

Use the following questions as prompts to further explore your provision.

• How do you and your environment support children to follow their own ideas?
• Is observation used effectively to carefully see which things, places or experiences particularly fascinate each child?  
• Is planning flexible enough to give children the time they need to explore their own ideas?
• How are children’s ideas valued by adults?
• How can you extend your range of resources to stimulate children’s creative thinking and expression?
• What changes can be made to the learning environment (both indoor and out) to stimulate curiosity and creativity?
• Do you look hard enough for opportunities to support creative thinking across all EYFS areas?
• Are children’s own choices and strategies to problem solve valued? Or are you always looking for the ‘right answer’?
• Are you doing enough to encourage children to move things around, try things out, and be creative in their play?
• Is formative assessment being used to record the process of children’s learning rather than outcome? i.e. the Reggio Emilia approach in using sequences of photographs to document what the children are doing.
• Are children given ample opportunities to talk about what they have been doing to help them organise their thoughts and ideas?
• How often are children given opportunities to re-visit previous experiences, reflecting on what they have done and what they might do differently?

How can you observe the CoEL – creating and thinking critically in action?

Use the following questions to identify this CoEL within your observations, but also to learn from them to further enhance your provision.

Department for Children, School and Families (DCSF) (2007) The Early Years Foundation Stage: Effective Practice: Creativity and Critical Thinking. DCSF publications.

Department for Children, School and Families (DCSF) (2008) The Early Years Foundation Stage: Effective Practice Cards: Creativity and Critical Thinking. DCSF publications.

Department for Education (DfE) (2012 ) Statutory Framework for the Early Years Foundation Stage (EYFS). Available at: https://www.education.gov.uk/publications/standard/AllPublications/Page1/DFE-00023-2012

Early Education (2012) Development Matters in the Early Years Foundation Stage . Early Education: London

Hutchin, V. (2013) Effective Provision in the Early Years Foundation Stage: An Essential Guide . Open University Press: Berkshire

Nutbrown, C. (2011) Threads of Thinking . 4 th ed. Paul Chapman: London.

Siegler, R.S and Alibali, MW. (2005) Children’s Thinking . Pearsons: New Jersey.Whitebread, D. and Pasternak, D. (2010) Metacognition, Self Regulation and Meta Knowing. In K. Littleton, C. Wood, J. and Kleine Staarman (eds) International Handbook of Psychology in Education. Bingley, UK: Emerald

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Nurturing critical thinking in young children

– By Catherine O’Reilly

In this week’s Scéalta, Catherine O’Reilly, PhD research student at Trinity College Dublin, discusses how critical thinking relates to early childhood and how we can use storytelling to give children in Early Years settings the same opportunities as older children to learn how to communicate, collaborate, be creative and engage in problem-solving.

In my PhD research, I investigated the question of how to encourage young children’s critical thinking skills. The outcome was a programme titled the Storythinking Programme which aims to nurture critical thinking in children. The study is near completion and will be submitted in August 2023.

What is critical thinking?

There are many ways to define critical thinking. The definition I draw from comes from the Paul and Elder Critical Thinking Framework, which asserts that fundamentally, critical thinking is about making good decisions that improve the quality of people’s learning and life (Paul and Elder, 2019). According to Paul and Elder (2014), we all live a life determined by the decisions we make.  No one fully masters getting these decisions that determine the quality of life. All of us can improve our decision-making by reflecting on our decisions, using strategies to enhance our decision making and by comparing our ideas to other points of view. From this perspective, critical thinking is not just about getting the problem correct. Instead, it is about being open to improving how you think about a problem, situation or issue.

Why is critical thinking important?

Research suggests that students with critical thinking skills have better employment opportunities.  This is because critical thinkers effectively communicate and collaborate, are creative and can solve real-world problems effectively (ŽivkoviĿ, 2016). Critical thinkers do not accept information at face value; instead, they will consider the information, issue or experience from different points of view before making an informed judgement (Paul and Elder, 2029). For example, students may decide they need more information before making a decision or conclude the information is good, bad, inaccurate or biased. However, the research investigating critical thinking skills relates primarily to older students, with very little exploration of how critical thinking relates to early childhood (O’Reilly et al., 2022). Thus, my question to you is, how can we give children in early childhood the same opportunities as older children to learn how to communicate, collaborate, be creative and engage in problem-solving?

A Storythinking programme: oral storytelling and dialogic inquiry

The Storythinking programme focuses on the educator telling an oral story to the group of interested children in combination with dialogic inquiry. In this study, dialogic inquiry is used in a way that will stimulate developing critical thinking skills. Oral storytelling refers to telling a fairytale using voice, gesture and body language; no text or props are used. In storytelling, connections are built between the storytelling and the story listeners. The Storythinking Programme is a shared experience where children are encouraged to think critically about the story characters and the decisions the characters make as the story evolves. In this model, the educator tells a story from memory and engages the children in discussing the story. First of all, select a Fairy tale you can tell without any text.  Encourage the children to get comfortable so everyone has enough space and can see and hear.

Now using the following six steps:

• Begin the Story: Once upon a time…
• Pause and invite the children to guess what the story might be about
• Continue the story and introduce the story dilemma
• Pause and ask the children what they think might happen
• Bring the story to its traditional ending
• Next, engage the children in story dialogue to nurture critical thinking skills

Following any fairytale, for this example, we will use The Three Little Pigs ; we can stimulate critical thinking by encouraging children to (1) analyse, (2) consider different points of view, and (3) problem-solve.

• What did you think of the big bad wolf? Are you sure he was bad? Could the wolf have knocked on the door because he wanted someone to play with? What did the big bad wolf say to make you think he was bad?
• How did the pigs feel when they had to leave home? How do you think the wolf felt when the little pigs would not let him in?
• Could the big bad wolf have acted differently? What do you think you would have done if you were the wolf?

While this is a brief snapshot of my research, I hope you found it helpful and I encourage you to try out some of this approach with the children in your setting to support their critical thinking skills.

Reference List

Elder, L., & Paul, R. (2014).  Critical thinking: Tools for taking charge of your learning and your life . United Kingdom: Rowman & Littlefield.

O’Reilly, C., Devitt, A., & Hayes, N. (2022). Critical thinking in the preschool classroom-a systematic literature review.  Thinking skills and creativity , 101110.

Paul, R., & Elder, L. (2019).  The miniature guide to critical thinking concepts and tools . United Kingdom: Rowman & Littlefield.

ŽivkoviĿ, S. (2016). A model of critical thinking as an important attribute for success in the 21st century.  Procedia-social and behavioral sciences ,  232 , 102-108.

Catherine O’Reilly is a PhD research student at Trinity College Dublin. As a former preschool educator, her current interest is researching ways to enhance children’s early learning experiences. In 2017 she completed her BA(Hons) in Early Childhood Education & Care (ECEC), where she conducted an Action Research project to explore storytelling to foster social and emotional well-being. In 2018, she completed a master’s in leadership at ECEC; this time, her research focused on understanding how preschool educators could support cultural diversity awareness through picture books. Catherine’s current research introduces a model for critical thinking with young children in the preschool classroom.

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Maths problem-solving – Activities for Early Years settings

• Written By: Judith Dancer
• Subject: Maths

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Critical thinking doesn’t have to be a daunting prospect. There are simple, effective and exciting ways to encourage children’s maths problem-solving skills, says Judith Dancer…

Maths is a subject many adults lack confidence in. Having struggled with it at school they often avoid it, wherever possible, when grown up.

But if maths seems scary for some people, then maths problem-solving can cause even more anxiety. There is no ‘safety net’ of knowing the ‘correct answer’ beforehand. This is because maths problem-solving lends itself to investigation and exploration with lots of possible tangents.

Understandably this is often the area of maths where many practitioners feel least confident. However, young children, who are not restrained by right answers, feel the most enthused and animated.

The non-statutory  Development Matters Guidance , as part of ‘creating and thinking critically’ in the Characteristics of Effective Learning, identifies that practitioners need to observe how a child is learning, noting how a child is:

• thinking of ideas;
• finding ways to solve problems;
• finding new ways to do things;
• making links and noticing patterns in their experience;
• making predictions;
• testing their ideas;
• developing ideas of grouping, sequences, cause and effect;
• planning, making decisions about how to approach a task, solve a problem and reach a goal;
• checking how well their activities are going;
• changing strategy as needed;
• reviewing how well the approach worked.

All of these elements are, at one time or another, part of the problem-identifying and solving process – although not at the same time and in the same problem.

Role of the adult

Maths problem-solving for young children involves them understanding and using two kinds of maths:

• Maths knowledge – learning and applying an aspect of maths such as counting, calculating or measuring.
• Maths thinking skills – reasoning, predicting, talking the problem through, making connections, generalising, identifying patterns and finding solutions.

The best maths problems for children are the ones that they identify themselves. They will be enthused, fascinated and more engaged in these ‘real’, meaningful problems.

Children need opportunities to problem-solve together. As they play, they will often find their own mathematical problems.

One of the key roles of practitioners is to provide time, space and support for children. We need to develop situations and provide opportunities in which children can refine their maths problem-solving skills and apply their mathematical knowledge.

Supporting maths problem-solving

You can effectively support children’s developing maths problem-solving strategies through:

• Modelling maths talk and discussion – language is part of maths learning because talking problems through is vital. Children need to hear specific mathematical vocabulary in context. You can promote discussion through the use of comments, enabling statements and open-ended questions.
• Providing hands-on maths problem-solving activities across all areas of the setting. Children learn maths through all their experiences and need frequent opportunities to take part in creative and engaging experiences. Maths doesn’t just happen in the maths learning zone!
• Identifying potential maths learning indoors and outdoors. Provide rich and diverse open-ended resources that children can use in a number of different ways to support their own learning. It is important to include natural and everyday objects and items that have captured children’s imaginations, including popular culture.

Maths problem-solving possibilities

Spell it out.

This experience gives children lots of opportunities to explore calculating, mark making, categorising and decisions about how to approach a task.

What you need to provide:

• Assorted containers filled with natural materials. This includes leaves, pebbles, gravel, conkers, twigs, shells, fir cones, mud and sand. Include some ‘treasure’ – sequins, gold nuggets, jewels and glitter.
• Bottles and jugs of water, large mixing bowls, cups, a ‘cauldron’, small bottles, spoons and ladles.
• Cloaks and wizard hats.
• Laminated ‘spells’ – e.g. “To make a disappearing spell, mix 2 smooth pebbles, 2 gold nuggets, 4 fir cones, a pinch of sparkle dust, 3 cups of water”.
• Writing frameworks for children’s own spell recipes and a shiny ‘Spell Book’ to stick these in.
• Temporary mark-making opportunities such as chalk on slate.

The important thing with open-ended maths problem-solving experiences like this is to observe, wait and listen. Then, if appropriate, join in as a co-player with children, following their play themes.

So if children are mixing potions, note how children sort or categorise the objects. What strategies do they use to solve problems? What happens if they want eight pebbles and they run out? Observe what they do next.

When supporting children’s maths problem-solving, you need to develop a wide range of strategies and ‘dip into’ these appropriately. Rather than asking questions, it is often more effective to make comments about what you can see. For example, say, “Wow, it looks as though there is too much potion for that bottle”.

Acting as a co-player offers lots of opportunities to model mathematical behaviours. This might include reading recipes for potions and spells out loud, focusing on the numbers – one feather, three shells…

Going, going, gone

We all know that children will engage more fully when involved in experiences that fascinate them. If a particular group has a real passion for cars and trucks , consider introducing maths problem-solving opportunities that extend this interest.

This activity offers opportunities for classifying, sorting, counting, adding and subtracting, among many other things.

• Some unfamiliar trucks and cars and some old favourites. Ensure these include metal, plastic and wooden vehicles that can be sorted in different ways.
• Masking tape and scissors.
• Sticky labels and markers.

Mark out some parking lots on a smooth floor, or huge piece of paper using masking tape. Lining paper is great for this. Line the vehicles up around the edge of the floor area.

Encourage one child to select two vehicles that have something the same about them. Ask the child, “What is the same about them?”.

When the children have agreed on what is the same – e.g. size, materials, colour, lorries or racing cars – the child selects a ‘parking lot’ to put the vehicles in. So this first parking lot could be for ‘red vehicles’.

Another child chooses two more vehicles that have something the same. Do they belong in the same ‘parking lot’, or a different parking lot? E.g. these vehicles could both be racing cars.

What happens when a specific vehicle could belong in both lots? E.g. it could belong in the set of red vehicles and also belongs in the set of racing cars.

Support the children as they discuss the vehicle. Make new ‘parking lots’ with masking tape and create labels for the groups, if you choose.

Observe children’s strategies

It’s really important to observe the strategies the children use. Where appropriate, ask the children to explain what they are doing and why.

If necessary, introduce and model the use of the vocabulary ‘the same as’ and ‘different from’. Follow children’s discussions and interests. If they start talking about registration plates, consider making car number plates for all the wheeled toys outdoors.

Do the children know the format of registration plates? Can you take photos of cars you can see in the local environment?

Camping out

Constructing camps and dens outdoors is a good way to give children the opportunity to be involved in lots of maths problem-solving experiences and construction skills learning. This experience offers opportunities for using the language of position, shape and space, and finding solutions to practical problems.

• Materials to construct a tent or den such as sheets, curtains, poles, clips and string.
• Rucksacks, water bottles, compasses and maps.
• Oven shelf and bricks to build a campfire or barbecue.
• Buckets and bowls and water for washing up.

Encourage the children to explore the resources and decide which materials they need to build the camp. Suggest they source extra resources as they are needed.

Talk with the children about the best place to make a den or erect a tent and barbecue. During the discussion, model the use of positional words and phrases.

Follow children’s play themes. This could include going on a scavenger hunt collecting stones, twigs and leaves and going back to the campsite to sort them out.

Encourage children to try different solutions to the practical problems they identify. Use a running commentary on what is happening without providing the solution to the problem.

Look for opportunities to develop children’s mathematical reasoning skills by making comments such as, “I wonder why Rafit chose that box to go on the top of his den.”

If the children are familiar with traditional tales, you could extend this activity by laying a crumb trail round the outdoor area for children to follow. Make sure that there is something exciting at the end of the trail. It could be a large dinosaur sitting in a puddle, or a bear in a ‘cave’.

Children rarely have opportunities to investigate objects that are really heavy. Sometimes they have two objects and are asked the question, “Which one is heavy?” when both objects are actually light.

This experience gives children the chance to explore really heavy things and measures (weight). They also need to cooperate and find new ways to do things.

• A ‘building site’ in the outdoor area. Include hard hats, builders’ buckets, small buckets, shovels, spades, water, sand, pebbles, gravel, guttering, building blocks, huge cardboard boxes and fabric (this could be on a tarpaulin).
• Some distance away, builders’ buckets filled with damp sand and large gravel.
• Bucket balances and bathroom scales.

With an open-ended activity such as this, it is even more important to observe, wait and listen as the children explore the building site and the buckets full of sand and gravel.

Listen to the discussions the children have about moving the sand and the gravel to the building site. What language do they use?

Note the strategies they use when they can’t lift the large buckets. Who empties some of the sand into smaller buckets? Who works together collaboratively to move the full bucket? Does anyone introduce another strategy, for example, finding a wheelbarrow or pull-along truck?

Where and when appropriate, join in the children’s play as a co-player. You could act in role as a customer or new builder. Ask, “How can I get all this sand into my car?”. “How much sand and gravel do we need to make the cement for the foundations?”.

Extend children’s learning by modelling the language of weight:

• heavy/heavier than/heaviest
• light/lighter than/lightest
• about the same weight as/as heavy as
• balance/weigh

Judith Dancer is an author, consultant and trainer specialising in communication and language and mathematics. She is co-author, with Carole Skinner, of  Foundations of Mathematics – An active approach to number, shape and measures in the Early Years .

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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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5 Activities for Your Child That Teach Critical Thinking

Critical thinking is one of the most crucial life skills to have. It not only builds a strong character but also creates a wise person who is humble and successful. However, only some schools can nurture critical thinking abilities due to a standardized syllabus. Yet, as a parent, you can encourage your children to think critically with some activities you can do at home.

Here are some examples of activities to understand how to teach children critical thinking.

1. Creating art.

Encouraging your child to express their thoughts through artistic outlets is an incredible way to nurture critical thinking skills. As children draw pictures or compose music to express things they might not know how to do in words, this requires critical thinking skills.

Practicing artistic skills and nurturing creativity is an indispensable activity for children to build critical thinking skills. It is by no means a simple task. This is one of the many reasons art has been highly valued throughout history.

2. Teach them how to create a hypothesis.

When you spend time with your child, you can actively teach them how to develop their ideas and theories. For example, if you are reading them a story, you could stop halfway through and start questioning them about things such as what they think about the characters, what they think will happen later, and why they think so. Ask them how they feel the story would finish.

Impromptu and open-ended questions allow your child to think logically and outside the box. Sometimes, their creative answers might even surprise you! Encourage them, ask them open-ended questions, and give them ample time to come up with a great answer.

You could even use real-life situations to ask questions like these. For example, if you are having dinner together, you could ask them how they think these noodles were made and the process involved. Or if you are stuck in traffic, you could ask them if they have any input on how they would fix congestion problems if they were the prime minister.

3. Solve puzzles together.

Puzzles are an excellent activity for children to build their neurons. Whether it is Monopoly, Tic Tac Toe, Connect 4, jigsaw puzzles, Shoots and Ladders, or many others, your child will actively build their critical thinking skills by playing these games.

Through puzzles and brain teasers, your child slowly learns how to formulate strategies, understand the fundamentals of game theory, and gradually build up these skills until it is second nature.

Your presence is also significant when it comes to puzzles. These puzzles might seem daunting and unenjoyable if you let your child play alone, but playing together can become a fun and wonderful bonding experience.

4. Real problems, pretend play.

Bring a real-world problem, such as world hunger or global warming, to pretend play and ask the kids to think of solutions. For example, if they were the president of the United States of America, how would they solve these issues? Such critical thinking games allow kids to learn about their surroundings and be aware of their environment while critically thinking about the issues and how to work around them.

These games also allow your children to understand the real challenges that people in the world face. Through your encouragement, you can motivate them to not only think heavily about these problems but also actively think of solutions, which might benefit their future careers and ideologies.

5. Play with building blocks.

Building blocks and LEGOs are great toys for building critical thinking skills. The endless possibilities allow your child to let their imagination loose. By creating various things with them, you encourage them to utilize more of their brainpower to bring their ideas to life. From dinosaurs and buildings to spaceships and model homes, as your child builds their imaginations into reality, they actively fire up those neurons throughout the process.

You can also achieve outstanding results by playing Minecraft with them. Essentially a virtual world made out of building blocks, you and your child have a great bonding experience that is both fun and educational. If Minecraft isn’t your thing – programs like Engineering For Kids encourage creativity and critical thinking in their STEM camps, classes, and events.

Critical thinking is the key to success

Critical thinking abilities are crucial for achieving success in life. They allow individuals to live life to the fullest and always think ahead of their actions and the consequences that will come. By nurturing critical thinking skills in your children, they will undoubtedly have a bright future ahead.

Enroll your child in an Engineering For Kids program today and watch them develop the critical thinking skills they need for a successful future!

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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

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. 

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.

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.

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.

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.

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

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.

• 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.

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. Evidence: 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, 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.

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.

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

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.

To promote healthy self-esteem in children, parents must strike a balance between discipline and encouragement.

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, 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. 

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.

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

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.

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.

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, 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. 

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.

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

Reboot case studies.

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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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