2025/05/21 by Mohammadhosein Asadi, Hamidreza Pouretemad, Saeed Akbari Zardkhaneh · 1 voice
Social Sciences · #Education and Critical Thinking Development #Educational Practices and Challenges #Education and Character Development
paper · doi:10.1080/20590776.2025.2499561
openalex publication_date 2025/05/21 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/14
Objective: This review aims to identify and summarize the key characteristics of critical thinking (CT) education for children aged 5 to 12.Method: A systematic review was conducted using four databases, covering publications from 2010 to December 2021. Sixteen studies were selected and synthesized following the Preferred Reporting Items for Systematic Reviews and Meta-Analysis Protocols (PRISMA-P).Results: Most interventions focused on developing CT skills, with less emphasis on dispositions. The general approach—explicit instruction—was the most commonly used strategy. Group work with authentic instruction emerged as the most frequent intervention type. Many studies applied Problem-Based Learning (PBL) strategies, using real-life problems and culturally relevant stories as educational tools. The main reported challenge was limited time for implementation.Conclusion: Effective CT education for children requires integration of both skills and dispositions through explicit instruction. The role of a trained teacher is critical, as the pedagogical demands of CT instruction necessitate specialized knowledge. Group-based and authentic methods, particularly those using culturally relevant stories, show promise when facilitated by skilled educator.