Helping students in Foundation 2 to use critical thinking skills

Context: This study was conducted in a Foundation 2 class of 15 students at Lady Elizabeth School in Alicante, Spain. The context is framed by the Early Years Foundation Stage (EYFS) curriculum, with a focus on developing life competencies, particularly critical thinking, in young learners. The students are early language learners, and the approach taken was informed by the school’s ongoing use of the EYFS Characteristics of Effective Learning (CoEL), especially the strand related to Creating and Thinking Critically. Aims: The primary aim of the study was to explore how Foundation 2 students could be supported in using critical thinking skills to solve problems and adapt their strategies when necessary. The study sought to develop confident learners through child-led learning facilitated by adult observation and minimal intervention, using the 'Planning In The Moment' methodology. Methods: The research employed a lesson study model with three iterative research lessons focusing on problem-solving in practical, play-based contexts. Three case study students were observed during tasks involving repairing a dolls’ cot, planting seeds, making sand number moulds, moving water-filled tyres, and attaching number labels to metal containers. These tasks were designed to promote planning, decision-making, and strategy adaptation, with adult prompts used to scaffold learning when needed. Observations were combined with short interviews to gather student reflections. Findings: The case study students showed varied levels of confidence and skill in applying critical thinking. R consistently demonstrated initiative, resilience, and the ability to adapt strategies independently. D was more reliant on peer modelling and adult prompting but showed growing confidence. E required adult support and prompting to persist but showed developing resilience and ability to choose alternative strategies. Across the tasks, students engaged more deeply when activities aligned with their interests, and their use of vocabulary often limited how clearly they could express their ideas. Implications: The study highlights how opportunities for critical thinking can be embedded in everyday EYFS practice. It suggests that minimal adult intervention, well-timed prompts, and a variety of tools can help children explore and refine strategies. Other teachers might learn from how open-ended questioning and provision of varied materials can encourage young learners to persevere and adapt in the face of challenge.

Keywords (free text)

early years, critical thinking, EYFS, child-led learning, problem-solving, observation and assessment, critical thinking, EYFS, child-led learning, problem-solving, observation and assessment

Permanent link to cite this item

https://hdl.handle.net/20.500.14069/896

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ISP-Camtree Life Competencies Project 2023-2024