Promoting Critical-Analytic Thinking in Children and Adolescents at Home and in School

Pricilla Karen Murphy, Meredith L. Rowe, Geetha Ramani, Rebecca Silverman

Research output: Contribution to journalReview article

23 Scopus citations

Abstract

Engaging in critical-analytic thinking is essential for knowledge construction and school success. However, little is known about how best to promote such thinking in children and adolescents. Since the research base on promoting critical-analytic thinking is nascent, considering research on fostering skills that could be considered its precursors, as well as emerging research on supporting critical-analytic skills per se, is warranted. Indeed, critical-analytic thinking develops over time, and these skills are built on numerous other precursor skills including language skills and social-emotional skills. Thus, it is necessary to consider how to support precursors to these skills and how interventions could promote critical-analytic thinking as it develops in children and adolescents. This review of evidence and interventions, albeit brief, will provide support for how critical-analytic thinking can be fostered via home and school experiences for all learners. Finally, we will conclude by discussing the implications of the evidence reviewed and suggest ways to construct learning environments that nurture critical-analytic thinking in both the home and school contexts.

Original languageEnglish (US)
Pages (from-to)561-578
Number of pages18
JournalEducational Psychology Review
Volume26
Issue number4
DOIs
StatePublished - Nov 22 2014

All Science Journal Classification (ASJC) codes

  • Developmental and Educational Psychology

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