Children's Critical Thinking Skills: Perceptions of Norwegian Early Childhood Educators

Autor/inn/en	Pollarolo, Enrico; Størksen, Ingunn; Skarstein, Tuula H.; Kucirkova, Natalia
Titel	Children's Critical Thinking Skills: Perceptions of Norwegian Early Childhood Educators
Quelle	In: European Early Childhood Education Research Journal, 31 (2023) 2, S.259-271 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pollarolo, Enrico) ORCID (Størksen, Ingunn) ORCID (Skarstein, Tuula H.) ORCID (Kucirkova, Natalia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2022.2081349
Schlagwörter	Foreign Countries; Early Childhood Teachers; Young Children; Thinking Skills; Critical Thinking; Teacher Attitudes; Kindergarten; Teacher Role; Child Development; Childrens Attitudes; Personality; Social Development; Physical Development; Knowledge Level; Norway + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Denkfähigkeit; Kritisches Denken; Lehrerverhalten; Lehrerrolle; Kindesentwicklung; Personalität; Soziale Entwicklung; Körperliche Entwicklung; Wissensbasis; Norwegen
Abstract	The significance of learning to think critically from a young age is well documented. Early childhood educators play an essential role in children's critical skills development. Therefore, it is crucial to understand their perceptions of this concept. This qualitative study explored Norwegian early childhood educators' perceptions of critical thinking (CT). Ten educators representing three different kindergartens were interviewed. Thematic analyses revealed that the educators had many different understandings of CT; all agreed on the importance of CT for children's development and identified their role as essential in supporting and stimulating CT among children. They described CT more in relation to a child's dispositions and attitudes than cognitive skills and connected it mainly with social and physical aspects. Overall, this study contributes to raising awareness of the importance of supporting educators' knowledge about the CT concept and pedagogical approaches to enhancing CT in children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01