“Kate, why do some bubbles pop quickly and others don’t?”
Noah’s question popped up during a morning of science fun at the early learning centre. Children were busy making bubbles—some floated peacefully before bursting, while others seemed to pop almost instantly. I used a secret ingredient – sugar to make one solution more sturdy. Instead of giving Noah a straight answer, I saw this as a perfect opportunity to spark some higher-order thinking and critical thinking in our preschoolers. So, I turned to Noah and the group and asked, “What do you all think? Why do you reckon some bubbles last longer than others?”
This simple question opened up a whole new world of questions, where children and I started to hypothesise, observe, and chat about their ideas—exactly the kind of thinking we want to encourage in our little learners. As Vygotsky intended 🙂
Introduction to Higher-Order Thinking and Critical Thinking in Preschool
Higher-order thinking skills (HOTS) are so important when it comes to helping young minds grow, especially in early childhood. These skills go way beyond just remembering things; they’re all about analysing, reasoning, solving problems, and thinking creatively. In Australian ELCs, we’re all about fostering these abilities, which line up perfectly with the Early Years Learning Framework (EYLF). The EYLF encourages holistic development through play-based learning—something we know works wonders with young children. It also has the whole outcome 4 dedicated to learning and thinking.
Critical thinking in preschool is about helping kids think deeply about what they’re learning, ask questions, and connect ideas. By nurturing critical thinking early on, we set them up for success in problem-solving and decision-making down the track. Moments like Noah’s bubble question aren’t just cute—they’re golden opportunities to guide the children into deeper thinking and understanding.
Understanding Vygotsky’s concept of Higher-Order Thinking
Lev Vygotsky’s theory has had a huge impact on how we approach early childhood education. He highlighted the importance of social and cultural interactions in cognitive development. Vygotsky believed that children learn best when they interact with others, especially when these interactions push them just beyond what they can already do—a concept he called the Zone of Proximal Development (ZPD).
In Noah’s bubble experiment, Vygotsky’s ideas are evident. By asking the children what they thought made some bubbles last longer than others, I wasn’t just starting a conversation—I was guiding them into their ZPD, encouraging them to think critically and explore science in a hands-on, fun way. Things they do not yet know, but definitely can learn through more experiences and discussions.
How to Ask Higher-Order Thinking and Critical Thinking Questions in an Early Childhood Setting
Getting children to engage in higher-order and critical thinking is all about asking the right questions. In Noah’s case, rather than just explaining why some bubbles pop faster, I turned the question back to the group. This invited everyone to think, hypothesise, and explore—a much richer learning experience.
Here’s how you can do the same in your classroom:
- Encourage children to think beyond yes-or-no answers. Instead of asking, “Will the colours mix?” try, “What do you think will happen if we mix these two colours?”
- Questions like “Why do you think that happened?” get kids to reflect on their experiences and think about cause and effect.
- Ask questions that spark creative thinking, such as “What if the bubbles were different shapes? What do you think would happen?”
- Challenge children with real-world problems like, “How can we make sure the bubbles don’t pop too quickly next time?” This gets them thinking about solutions and strategies.
Incorporating these types of questions into your daily activities can help children develop the critical thinking skills that are key to their cognitive development.
Assessing Higher-Order Thinking and Critical Thinking Skills in ELC
When it comes to assessing higher-order and critical thinking in young children, it’s all about observations and interactions. After Noah’s bubble experiment, for instance, I’d watch how the children discussed their ideas, tried different ways of blowing bubbles, and thought about what they observed. These interactions give us a window into their developing thinking skills. I will document it in the mind map or use floor books; write it as jottings.
The Role of Language in Developing Higher-Order Thinking and Critical Thinking in Early Childhood
Language plays a big role in helping kids develop higher-order and critical thinking skills. When I asked Noah to explain his thoughts about the bubbles, I encouraged him to organise his ideas, think through his reasoning, and explore new concepts—all of which are key to cognitive growth. Activities that get children talking, telling stories, or describing what they see are great for deepening their understanding and boosting their thinking skills. According to Vygotsky, language and thought are parallel processes that develop in the child’s mind simultaneously. Language propels thinking tenfold.
Higher-Order and Critical Thinking Skills in Play-Based Learning
Play is at the heart of early childhood education, and it’s also a fantastic way to develop higher-order and critical thinking skills. Through play, children naturally engage in activities that require them to experiment, hypothesise, and solve problems. For example, when children build a tall tower with blocks, they’re learning about balance, cause and effect, and spatial relationships. As educators, we can scaffold this learning by asking questions like, “What can we do to make the tower stronger?”
The Role of Scaffolding in Developing Higher-Order and Critical Thinking in Early Childhood
Scaffolding is essential in early childhood education, especially when it comes to developing higher-order and critical thinking skills. In a kindergarten setting, scaffolding means providing just enough support to help children achieve tasks within their ZPD. As they become more confident and capable, we gradually reduce this support, letting them take on more of the learning themselves.
For example, during a tricky puzzle activity, I might start by suggesting which pieces might fit together based on shape or colour. As the child gains confidence, I’d step back, allowing them to explore independently and build their problem-solving and critical-thinking skills.
What do you think about HOTS now?
References
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
