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Critical thinking is the ability to evaluate information and consider ideas across different perspectives, to make decisions and solve problems. It is purposeful and reasoned thinking. Children who think critically ask thoughtful questions, and consider multiple forms of evidence when drawing an inference. Critical Thinking involves many reasoning processes and cognitive skills that are important for preparing children for their future roles as active, participating members in a society. Providing the opportunity to develop Critical Thinking early in childhood and continuing into early adolescence is key for fostering lifelong learning.
A critical thinker is an active inquirer who approaches tasks using cognitive and metacognitive skills to effectively navigate their learning environments. When learners are able to think critically they are better able to make thoughtful decisions and solve problems using relevant skills and processes, such as analyzing, synthesizing, and evaluating information.
It is important to note that children do not develop Critical Thinking skills naturally on their own. Rather, Critical Thinking is a skill that must be fostered and taught. In childhood, Critical Thinking develops best when it is intentionally included as an independent component of a specific subject or domain, as the specific Critical Thinking skills needed in a given context may vary across domains. Critical Thinking as situated practice requires recognizing how thinking, doing, and living together can be incorporated in the classroom.
As such, educators can support students by emphasizing Critical Thinking as a goal and part of the subject or domain, as well as providing students with opportunities to use those skills when encountering specific problems. Importantly, supporting the development of Critical Thinking is most effective when children are solving real world problems, through experimentation, simulations, or role play. This active learning connects to learners' interests and engages children's Curiosity to understand the world in which they live. Providing environments for productive discussion and dialogue about complex concepts allows children to think critically and flexibly, both within and across disciplines and domains. It is important to provide the appropriate scaffolding and sufficient time to ensure that all learners, particularly those with ADHD who may have delayed maturation of their executive functions, and those with difficulties with Speed of Processing, have the time and level of support they need to engage with complex concepts and use and grow their Critical Thinking skills.
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