Advancing Higher-Order Thinking Skills in Early Childhood: A Conceptual Framework for a Thinking-based Pedagogy in Maltese Kindergarten Schools
DOI:
https://doi.org/10.62695/UHSO3751Keywords:
Creative thinking, Critical thinking, Metacognition, Reculturing process, Relational pedagogyAbstract
This article draws on doctoral research underpinned by sociocultural theory, which initiated a thinking-based pedagogy within two Maltese kindergarten schools. A conceptual framework, developed through an iterative process informed by literature and the findings, was designed to guide incremental changes in everyday classroom practices. The framework integrates relational pedagogy, meaningful conversations, knowledge co-construction, and emergent curriculum approaches to support children’s higher-order thinking skills, specifically problem-solving, critical thinking, creative thinking, and metacognition. Findings from four case studies illustrate how these pedagogical shifts facilitated children’s cognitive engagement, while also revealing structural and cultural complexities deterring the authentic implementation of a thinking-based pedagogy. Although developed in a Maltese context, the framework is proposed as a transferable model for settings seeking to embed thinking skills within socio-culturally responsive early years pedagogies. It underscores the need for supportive policy, sustained professional development, and context-sensitive adaptation to bridge the gap between educational theory and classroom practice.
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