Teaching Critical Thinking to Young Learners: A Review of Educational Practices and Pedagogical Approaches

Abstract

The teachability of critical thinking skills in young learners has attracted growing scholarly attention, with researchers emphasising the need for early instructional intervention to foster higher-order cognitive development. This study, therefore, explores the rationale, instructional approaches, learning models, and pedagogical strategies associated with critical thinking instruction in early education. The literature consistently argues that learners are not innately equipped with critical thinking abilities and therefore require structured guidance to develop these competencies from an early age. Moreover, evidence suggests that young learners can engage in complex cognitive processes when provided with appropriate instructional support and learning environments. This study synthesises key perspectives on critical thinking instruction, highlighting the shift from traditional content-focused teaching toward approaches that prioritise reasoning, analysis, and reflective judgment. It further examines various critical thinking learning models that promote active engagement, inquiry-based learning, and collaborative knowledge construction. In addition, the study identifies effective instructional strategies, including questioning techniques, problem-based learning, and metacognitive scaffolding, which support the systematic development of critical thinking skills. Overall, the findings reinforce the importance of embedding critical thinking instruction within early education curricula. By cultivating these skills from a young age, educational systems can better prepare learners for advanced academic challenges and lifelong learning, ensuring continuity in cognitive development as learners progress to higher levels of education.