NFER researcher Kate Ridley reviewed the literature on thinking skills in children aged three to seven and found that classroom-based approaches, with their emphasis on dialogue, 'seem to match in well with what the psychological literature says children are capable of'.
The NFER research, which looked at post-2000 publications, highlighted the key role played by dialogue, questioning, stories and play in enhancing children's ability to think.
But Ms Ridley said the research had also 'shown up some gaps in our awareness of the best way to develop thinking skills in young children', chiefly the use of questioning. She added, 'In particular, we'd like to see future work providing information on how dialogue and questioning can encourage thinking skill development.'
Outlining the key findings of the review, 'Thinking Skills in the Early Years', she said, 'We've given some examples of how different questions tap into different aspects of thinking skills - "How do you know", "why" and "what would have happened if".'
Before its review the NFER said little systematic evaluation had taken place on how to develop these skills in young children even though thinking skills have been included in the national curriculum since 1999.
The NFER suggested that teachers should consider creating timetabled opportunities for 'thinking times', which signal to the children that a 'non-ordinary' kind of thinking is being encouraged. There should be more opportunities in class for structured dialogue, children should be invited to construct written opinions and arguments, and some play and story time could be geared to stimulating thinking.
The report is at www.nfer. ac.uk/research-areas.
