Abstract
Conscious of the interplay between nature and nurture in determining a child’s individuality and success in life, the author embarked a group of teachers in an action research project towards nurturing a culture of thinking in young children. Considering the positive effects of routines in early learning experiences, the research consisted in implementing thinking routines to engage young children’s minds in thinking activities. The study took place in two Reggio-inspired schools where participating teachers documented children’s work as part of their teaching. The documentation was a key element to make children’s thinking visible as they installed the culture and language of thinking in their classrooms. The study found that thinking routines build up positive attitudes about thinking and learning. By re-visiting their documented work children developed metacognitive and critical thinking skills which make them more alert to situations that call for thinking.
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Salmon, A.K. Promoting a Culture of Thinking in the Young Child. Early Childhood Educ J 35, 457–461 (2008). https://doi.org/10.1007/s10643-007-0227-y
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DOI: https://doi.org/10.1007/s10643-007-0227-y