A Baseline Study of Strategies to Promote Critical Thinking in the Preschool Classroom (Un Estudio de Base sobre Estrategias para la Promoción de Pensamiento Critico en las Aulas de Preescolar)

Autor/in	León, Jenny Melo
Titel	A Baseline Study of Strategies to Promote Critical Thinking in the Preschool Classroom (Un Estudio de Base sobre Estrategias para la Promoción de Pensamiento Critico en las Aulas de Preescolar)
Quelle	In: GIST Education and Learning Research Journal, (2015) 10, S.113-127 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1692-5777
Schlagwörter	Critical Thinking; Preschool Education; Educational Strategies; Teaching Methods; Educational Practices; Preschool Teachers; Beliefs; Content Analysis; Interviews; Teacher Attitudes; Skill Development; Questioning Techniques; Play; Student Development; Interaction; Cognitive Processes; Task Analysis; Teacher Education; Educational Resources; Foreign Countries; Catholic Schools; Qualitative Research; Observation; Colombia + Suchen Sie Ihr Suchwort? Kritisches Denken; Pre-school education; Vorschulerziehung; Lehrstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Belief; Glaube; Inhaltsanalyse; Interviewing; Interviewtechnik; Lehrerverhalten; Kompetenzentwicklung; Qualifikationsentwicklung; Befragungstechnik; Fragetechnik; Spiel; Interaktion; Cognitive process; Kognitiver Prozess; Aufgabenanalyse; Lehrerausbildung; Lehrerbildung; Bildungsmittel; Ausland; Katholische Schule; Qualitative Forschung; Beobachtung; Kolumbien
Abstract	The purpose of this study was to identify the different incidents of critical thinking in five preschool classrooms in one school, and the instructional strategies preschool teachers employed in the development of children's critical thinking. The participants in this study were five self-contained preschool teachers and their corresponding groups. The study explored teachers' beliefs in regards to the role of critical thinking in their classrooms. Data collection techniques included classroom observations, document analysis, and interviews with teachers. Two over-arching findings include: a) it is possible to observe and describe numerous instances in which critical thinking is paid attention to explicitly by teachers, and b) it is possible to observe a range of classroom interactions and techniques that explicitly develop these skills among preschoolers. (As Provided).
Anmerkungen	Institucion Universitaria Columbo Americana UNCA. Calle 19 # 2A - 49 Second Floor, Bogata, Columbia. Tel: +571-2811777 Ext 1291; e-mail:gist@unica.edu.co; Web site: http://www.publicacionesunica.com/gist/index.php/gist/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01