ERIC Number: ED352168
Record Type: RIE
Publication Date: 1992
Infusing Critical Thinking Skills in a School-Age Child Care Program through Specific Staff Planning.
An attempt was made to increase selected aspects of critical thinking skills of children in a school-age child care program through staff planning of specific program activities using typical activities that would normally occur in these programs. Increased staff members' awareness of their role in facilitating the development of children's critical thinking skills was expected. Three staff members at a site that served a maximum of 45 children daily were trained to use problem-solving techniques to implement their daily program, to model problem-solving behavior and the vocabulary of thinking for the children, to structure activities to develop an understanding of the difference between fact and opinion, and to plan opportunities for the children to use a problem-solving approach. By the end of the practicum, monthly programs planned jointly by staff had been implemented. Children showed an increased ability to generate statements of fact and opinion after viewing children's literature and television advertisements, and they used a problem-solving approach to make decisions about their daily program. Fewer children than expected used the vocabulary of thinking, possibly because many were too young for the terminology. These outcomes indicate that it is possible to infuse critical thinking skills into the daily activities of a school-age child care program through staff planning. Three tables present study findings. Seven appendixes contain a staff survey; monthly plans before, during, and after the intervention; and observation forms for data collection. (Author/SLD)
Publication Type: Dissertations/Theses - Practicum Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Ed.D. Practicum, Nova University.