Profile of Early Childhood Critical Thinking Skills
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Abstract
This study aims to describe the profile of critical thinking skills in early childhood. Critical thinking is a 21st-century skill that needs to be developed from an early age through meaningful learning experiences. This study uses a descriptive method with a qualitative approach. The subjects were early childhood education units (PAUD). Data collection techniques were carried out through observation, interviews with educators, and documentation of learning activities. Data analysis was carried out qualitatively through the stages of data reduction, data presentation, and drawing conclusions. The results show that early childhood critical thinking skills are seen in indicators of observing, asking questions, expressing opinions, identifying simple problems, and trying to find solutions through play activities and thematic learning. However, the level of children's critical thinking skills still varies and is influenced by learning strategies, the role of educators, and the learning environment. This study concludes that the development of critical thinking skills in early childhood requires child-centered learning support, consistent stimulation, and a conducive learning environment. The findings of this study are expected to serve as a reference for educators in designing learning activities that can stimulate critical thinking skills from an early age.
Keywords:
Childhood Critical thinking Profile SkillReferences
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