Building Children's Critical Thinking by Puzzle Story Telling

Abstract

Critical thinking is a crucial skill for children as the future of human resources. Children as a human generation should be able to think critically and build knowledge as the fundamental construction. This means that children should be able to analyse into several sights for problem solving. Puzzle story can be an aid for critical thinking scaffolding. Children organize the stories selection based on their own imagination. Teacher provides children with an example of starting direction while the rest and the end of the stories are organized by children as an active story organizer and story teller. This way provides them a hook for creative thinking. Puzzle stories can help children to think creatively and analyse the situation and problem in the several alternatives directions. The research has been conducted in the Kindergarten in Duri, Riau Province. This research is a descriptive qualitative research. The researchers found that most of the students (86.6%) were able to deliver stories based on their own arrangement. It indicates that the children are able to think critically in developing ideas.

Development of critical thinking competence in children of early and preschool age

“…Čitanje i pričanje priča iznimno su važne aktivnosti u djetetovu životu, osobito kod djece rane i predškolske dobi s obzirom na to da doprinose kako njihovom kognitivnom tako i socio-emocionalnom razvoju. Specifično i važno za ovaj rad, čitanje i pričanje priča doprinosi razvoju kompetencije kritičkog mišljenja kod djece rane i predškolske dobi i to u sljedećim elementima -razvoju vještine zamišljanja mogućih situacija, razvoju vještine razumijevanja situacija iz različitih perspektiva, razvoju komunikacijskih vještina i vještine aktivnog slušanja, rješavanja problema te konačno razvoja vrijednosti razumijevanja i prihvaćanja drugih, njihovih različitih iskustava, stavova i pozicija, ali i razvoja i osnaživanja samopouzdanja kroz aktivno uključivanje u priču, iznošenje vlastitih priča i davanje doprinosa priči (Dujmović, 2006;Muryanti i Herman, 2016;Williams, 2009). U nastavku teksta dat će se primjeri odgojno-obrazovne aktivnosti vezane uz čitanje i pričanje priča kojima se potiče razvoj kompetencije kritičkog mišljenja kod djece rane i predškolske dobi.…”