Critical Thinking in Young Children

This research contributes to the field of study of critical and creative thinking, showing that children are thinking critically at a younger age than previously supposed. It clarifies Piaget’s contribution to the cognitive development of young children, and has significant implications for the classroom teacher and teacher education programs with regard to methodology. In addition to an introduction and review of the literature (including the theories of Richard Paul and Henry Giroux), the work includes an analysis of transcripts of conversations with young children about their thinking.