Skip to content Skip to navigation
University of Warwick
  • Study
  • |
  • Research
  • |
  • Business
  • |
  • Alumni
  • |
  • News
  • |
  • About

University of Warwick
Publications service & WRAP

Highlight your research

  • WRAP
    • Home
    • Search WRAP
    • Browse by Warwick Author
    • Browse WRAP by Year
    • Browse WRAP by Subject
    • Browse WRAP by Department
    • Browse WRAP by Funder
    • Browse Theses by Department
  • Publications Service
    • Home
    • Search Publications Service
    • Browse by Warwick Author
    • Browse Publications service by Year
    • Browse Publications service by Subject
    • Browse Publications service by Department
    • Browse Publications service by Funder
  • Help & Advice
University of Warwick

The Library

  • Login
  • Admin

Enhancing thinking skills in early childhood

Tools
- Tools
+ Tools

Aubrey, Carol , Ghent, Kathryn and Kanira, Eleni (2012) Enhancing thinking skills in early childhood. International Journal of Early Years Education, Volume 20 (Number 4). pp. 332-348. doi:10.1080/09669760.2012.743102 ISSN 0966-9760.

Research output not available from this repository.

Request-a-Copy directly from author or use local Library Get it For Me service.

Official URL: http://dx.doi.org/10.1080/09669760.2012.743102

Request Changes to record.

Abstract

A case study approach was adopted to investigate two thinking skills programmes for a maximum variation sample of five- to six-year-olds in four schools, in two local authorities (LAs), in England and Wales, using multiple methods. School staff interviewed felt that thinking skills programmes enhanced critical thinking skills and improved use of language, attentive listening, social cooperation, confidence and independence. Welsh staff indicated that the programmes had a whole-school impact, reflecting national policy, intensive training, coaching and monitoring and leading to transfer to other lessons, such as mathematics. Without a national curriculum mandate, the English thinking-skills practice was vulnerable to disruption and lack of continuity. Observation showed that teachers' delivery varied in open questioning and challenge, group work and pupil talk. Pupils' verbal reasoning and numerical attainments showed modest evidence of change and development. Conditions supporting change and sustainability included: national policy with thinking skills at its core; high-quality professional development and a whole-school approach; coaching with systematic observation and feedback. This promoted changes in leadership, trust and collaboration, structures of interaction between policy and LA, head teacher, teachers and children.

Item Type: Journal Article
Divisions: Faculty of Social Sciences > Institute of Education ( -2013)
Journal or Publication Title: International Journal of Early Years Education
Publisher: Taylor & Francis
ISSN: 0966-9760
Official Date: 2012
Dates:
DateEvent
2012Published
Volume: Volume 20
Number: Number 4
Page Range: pp. 332-348
DOI: 10.1080/09669760.2012.743102
Status: Peer Reviewed
Publication Status: Published
Access rights to Published version: Restricted or Subscription Access

Request changes or add full text files to a record

Repository staff actions (login required)

View Item View Item
twitter

Email us: wrap@warwick.ac.uk
Contact Details
About Us