Development of cognitive activity in preschool children through critical thinking technology

Abstract

The research examines the effects of critical thinking instruction on preschool children aged 5–6 years regarding their cognitive activities. The study employed a quasi-experimental approach in three Astana preschools in Kazakhstan to work with 120 children who formed equal experimental and control groups. The experimental group received structured lessons that included problem-based tasks, collaborative discussions, and reflective questioning. The researchers used the Cognitive Activity Map and argumentation tests to assess cognitive and metacognitive development in the participants. The experimental group demonstrated substantial growth in analytical reasoning, initiative, and reflective thinking abilities, while their high cognitive activity levels increased from 12% to 50%. The research demonstrates that critical thinking pedagogy leads to significant improvements in young children’s independent thinking abilities and their capacity to handle complex mental operations. The research highlights the need to implement these pedagogical approaches in preschool curricula and training programs to enhance children’s readiness for formal education.