critical thinking for babies

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Child cognitive development is a fascinating and complex process that entails the growth of a child’s mental abilities, including their ability to think, learn, and solve problems. This development occurs through a series of stages that can vary among individuals. As children progress through these stages, their cognitive abilities and skills are continuously shaped by a myriad of factors such as genetics, environment, and experiences. Understanding the nuances of child cognitive development is essential for parents, educators, and professionals alike, as it provides valuable insight into supporting the growth of the child’s intellect and overall well-being.

Throughout the developmental process, language and communication play a vital role in fostering a child’s cognitive abilities . As children acquire language skills, they also develop their capacity for abstract thought, reasoning, and problem-solving. It is crucial for parents and caregivers to be mindful of potential developmental delays, as early intervention can greatly benefit the child’s cognitive development. By providing stimulating environments, nurturing relationships, and embracing diverse learning opportunities, adults can actively foster healthy cognitive development in children.

Key Takeaways

• Child cognitive development involves the growth of mental abilities and occurs through various stages.
• Language and communication are significant factors in cognitive development , shaping a child’s ability for abstract thought and problem-solving.
• Early intervention and supportive environments can play a crucial role in fostering healthy cognitive development in children.

Child Cognitive Development Stages

Child cognitive development is a crucial aspect of a child’s growth and involves the progression of their thinking, learning, and problem-solving abilities. Swiss psychologist Jean Piaget developed a widely recognized theory that identifies four major stages of cognitive development in children.

Sensorimotor Stage

The Sensorimotor Stage occurs from birth to about 2 years old. During this stage, infants and newborns learn to coordinate their senses (sight, sound, touch, etc.) with their motor abilities. Their understanding of the world begins to develop through their physical interactions and experiences. Some key milestones in this stage include object permanence, which is the understanding that an object still exists even when it’s not visible, and the development of intentional actions.

Preoperational Stage

The Preoperational Stage takes place between the ages of 2 and 7 years old. In this stage, children start to think symbolically, and their language capabilities rapidly expand. They also develop the ability to use mental images, words, and gestures to represent the world around them. However, their thinking is largely egocentric, which means they struggle to see things from other people’s perspectives. During this stage, children start to engage in pretend play and begin to grasp the concept of conservation, recognizing that certain properties of objects (such as quantity or volume) remain the same even if their appearance changes.

Concrete Operational Stage

The Concrete Operational Stage occurs between the ages of 7 and 12 years old. At this stage, children’s cognitive development progresses to more logical and organized ways of thinking. They can now consider multiple aspects of a problem and better understand the relationship between cause and effect . Furthermore, children become more adept at understanding other people’s viewpoints, and they can perform basic mathematical operations and understand the principles of classification and seriation.

Formal Operational Stage

Lastly, the Formal Operational Stage typically begins around 12 years old and extends into adulthood. In this stage, children develop the capacity for abstract thinking and can consider hypothetical situations and complex reasoning. They can also perform advanced problem-solving and engage in systematic scientific inquiry. This stage allows individuals to think about abstract concepts, their own thought processes, and understand the world in deeper, more nuanced ways.

By understanding these stages of cognitive development, you can better appreciate the complex growth process that children undergo as their cognitive abilities transform and expand throughout their childhood.

Key Factors in Cognitive Development

Genetics and brain development.

Genetics play a crucial role in determining a child’s cognitive development. A child’s brain development is heavily influenced by genetic factors, which also determine their cognitive potential , abilities, and skills. It is important to understand that a child’s genes do not solely dictate their cognitive development – various environmental and experiential factors contribute to shaping their cognitive abilities as they grow and learn.

Environmental Influences

The environment in which a child grows up has a significant impact on their cognitive development. Exposure to various experiences is essential for a child to develop essential cognitive skills such as problem-solving, communication, and critical thinking. Factors that can have a negative impact on cognitive development include exposure to toxins, extreme stress, trauma, abuse, and addiction issues, such as alcoholism in the family.

Nutrition and Health

Maintaining good nutrition and health is vital for a child’s cognitive development. Adequate nutrition is essential for the proper growth and functioning of the brain . Key micronutrients that contribute to cognitive development include iron, zinc, and vitamins A, C, D, and B-complex vitamins. Additionally, a child’s overall health, including physical fitness and immunity, ensures they have the energy and resources to engage in learning activities and achieve cognitive milestones effectively .

Emotional and Social Factors

Emotional well-being and social relationships can also greatly impact a child’s cognitive development. A supportive, nurturing, and emotionally healthy environment allows children to focus on learning and building cognitive skills. Children’s emotions and stress levels can impact their ability to learn and process new information. Additionally, positive social interactions help children develop important cognitive skills such as empathy, communication, and collaboration.

In summary, cognitive development in children is influenced by various factors, including genetics, environmental influences, nutrition, health, and emotional and social factors. Considering these factors can help parents, educators, and policymakers create suitable environments and interventions for promoting optimal child development.

Language and Communication Development

Language skills and milestones.

Children’s language development is a crucial aspect of their cognitive growth. They begin to acquire language skills by listening and imitating sounds they hear from their environment. As they grow, they start to understand words and form simple sentences.

• Infants (0-12 months): Babbling, cooing, and imitating sounds are common during this stage. They can also identify their name by the end of their first year. Facial expressions play a vital role during this period, as babies learn to respond to emotions.
• Toddlers (1-3 years): They rapidly learn new words and form simple sentences. They engage more in spoken communication, constantly exploring their language environment.
• Preschoolers (3-5 years): Children expand their vocabulary, improve grammar, and begin participating in more complex conversations.

It’s essential to monitor children’s language development and inform their pediatrician if any delays or concerns arise.

Nonverbal Communication

Nonverbal communication contributes significantly to children’s cognitive development. They learn to interpret body language, facial expressions, and gestures long before they can speak. Examples of nonverbal communication in children include:

• Eye contact: Maintaining eye contact while interacting helps children understand emotions and enhances communication.
• Gestures: Pointing, waving goodbye, or using hand signs provide alternative ways for children to communicate their needs and feelings.
• Body language: Posture, body orientation, and movement give clues about a child’s emotions and intentions.

Teaching children to understand and use nonverbal communication supports their cognitive and social development.

Parent and Caregiver Interaction

Supportive interaction from parents and caregivers plays a crucial role in children’s language and communication development. These interactions can improve children’s language skills and overall cognitive abilities . Some ways parents and caregivers can foster language development are:

• Reading together: From an early age, reading books to children enhance their vocabulary and listening skills.
• Encouraging communication: Ask open-ended questions and engage them in conversations to build their speaking skills.
• Using rich vocabulary: Expose children to a variety of words and phrases, promoting language growth and understanding.

By actively engaging in children’s language and communication development, parents and caregivers can nurture cognitive, emotional, and social growth.

Cognitive Abilities and Skills

Cognitive abilities are the mental skills that children develop as they grow. These skills are essential for learning, adapting, and thriving in modern society. In this section, we will discuss various aspects of cognitive development, including reasoning and problem-solving, attention and memory, decision-making and executive function, as well as academic and cognitive milestones.

Reasoning and Problem Solving

Reasoning is the ability to think logically and make sense of the world around us. It’s essential for a child’s cognitive development, as it enables them to understand the concept of object permanence , recognize patterns, and classify objects. Problem-solving skills involve using these reasoning abilities to find solutions to challenges they encounter in daily life .

Children develop essential skills like:

• Logical reasoning : The ability to deduce conclusions from available information.
• Perception: Understanding how objects relate to one another in their environment.
• Schemes: Organizing thoughts and experiences into mental categories.

Attention and Memory

Attention refers to a child’s ability to focus on specific tasks, objects, or information, while memory involves retaining and recalling information. These cognitive abilities play a critical role in children’s learning and academic performance . Working memory is a vital component of learning, as it allows children to hold and manipulate information in their minds while solving problems and engaging with new tasks.

• Attention: Focuses on relevant tasks and information while ignoring distractions.
• Memory: Retains and retrieves information when needed.

Decision-Making and Executive Function

Decision-making is the process of making choices among various alternatives, while executive function refers to the higher-order cognitive processes that enable children to plan, organize, and adapt in complex situations. Executive function encompasses components such as:

• Inhibition: Self-control and the ability to resist impulses.
• Cognitive flexibility: Adapting to new information or changing circumstances.
• Planning: Setting goals and devising strategies to achieve them.

Academic and Cognitive Milestones

Children’s cognitive development is closely linked to their academic achievement. As they grow, they achieve milestones in various cognitive domains that form the foundation for their future learning. Some of these milestones include:

• Language skills: Developing vocabulary, grammar, and sentence structure.
• Reading and mathematics: Acquiring the ability to read and comprehend text, as well as understanding basic mathematical concepts and operations.
• Scientific thinking: Developing an understanding of cause-and-effect relationships and forming hypotheses.

Healthy cognitive development is essential for a child’s success in school and life. By understanding and supporting the development of their cognitive abilities, we can help children unlock their full potential and prepare them for a lifetime of learning and growth.

Developmental Delays and Early Intervention

Identifying developmental delays.

Developmental delays in children can be identified by monitoring their progress in reaching cognitive, linguistic, physical, and social milestones. Parents and caregivers should be aware of developmental milestones that are generally expected to be achieved by children at different ages, such as 2 months, 4 months, 6 months, 9 months, 18 months, 1 year, 2 years, 3 years, 4 years, and 5 years. Utilizing resources such as the “Learn the Signs. Act Early.” program can help parents and caregivers recognize signs of delay early in a child’s life.

Resources and Support for Parents

There are numerous resources available for parents and caregivers to find information on developmental milestones and to learn about potential developmental delays, including:

• Learn the Signs. Act Early : A CDC initiative that provides pdf checklists of milestones and resources for identifying delays.
• Parental support groups : Local and online communities dedicated to providing resources and fostering connections between families experiencing similar challenges.

Professional Evaluations and Intervention Strategies

If parents or caregivers suspect a developmental delay, it is crucial to consult with healthcare professionals or specialists who can conduct validated assessments of the child’s cognitive and developmental abilities. Early intervention strategies, such as the ones used in broad-based early intervention programs , have shown significant positive impacts on children with developmental delays to improve cognitive development and outcomes.

Professional evaluations may include:

• Pediatricians : Primary healthcare providers who can monitor a child’s development and recommend further assessments when needed.
• Speech and language therapists : Professionals who assist children with language and communication deficits.
• Occupational therapists : Experts in helping children develop or improve on physical and motor skills, as well as social and cognitive abilities.

Depending on the severity and nature of the delays, interventions may involve:

• Individualized support : Tailored programs or therapy sessions specifically developed for the child’s needs.
• Group sessions : Opportunities for children to learn from and interact with other children experiencing similar challenges.
• Family involvement : Parents and caregivers learning support strategies to help the child in their daily life.

Fostering Healthy Cognitive Development

Play and learning opportunities.

Encouraging play is crucial for fostering healthy cognitive development in children . Provide a variety of age-appropriate games, puzzles, and creative activities that engage their senses and stimulate curiosity. For example, introduce building blocks and math games for problem-solving skills, and crossword puzzles to improve vocabulary and reasoning abilities.

Playing with others also helps children develop social skills and better understand facial expressions and emotions. Provide opportunities for cooperative play, where kids can work together to achieve a common goal, and open-ended play with no specific rules to boost creativity.

Supportive Home Environment

A nurturing and secure home environment encourages healthy cognitive growth. Be responsive to your child’s needs and interests, involving them in everyday activities and providing positive reinforcement. Pay attention to their emotional well-being and create a space where they feel safe to ask questions and explore their surroundings.

Promoting Independence and Decision-Making

Support independence by allowing children to make decisions about their playtime, activities, and daily routines. Encourage them to take age-appropriate responsibilities and make choices that contribute to self-confidence and autonomy. Model problem-solving strategies and give them opportunities to practice these skills during play, while also guiding them when necessary.

Healthy Lifestyle Habits

Promote a well-rounded lifestyle, including:

• Sleep : Ensure children get adequate and quality sleep by establishing a consistent bedtime routine.
• Hydration : Teach the importance of staying hydrated by offering water frequently, especially during play and physical activities.
• Screen time : Limit exposure to electronic devices and promote alternative activities for toddlers and older kids.
• Physical activity : Encourage children to engage in active play and exercise to support neural development and overall health .

Frequently Asked Questions

What are the key stages of child cognitive development.

Child cognitive development can be divided into several key stages based on Piaget’s theory of cognitive development . These stages include the sensorimotor stage (birth to 2 years), preoperational stage (2-7 years), concrete operational stage (7-11 years), and formal operational stage (11 years and beyond). Every stage represents a unique period of cognitive growth, marked by the development of new skills, thought processes, and understanding of the world.

What factors influence cognitive development in children?

Several factors contribute to individual differences in child cognitive development, such as genetic and environmental factors. Socioeconomic status, access to quality education, early home environment, and parental involvement all play a significant role in determining cognitive growth. In addition, children’s exposure to diverse learning experiences, adequate nutrition, and mental health also influence overall cognitive performance .

How do cognitive skills vary during early childhood?

Cognitive skills in early childhood evolve as children progress through various stages . During the sensorimotor stage, infants develop fundamental skills such as object permanence. The preoperational stage is characterized by the development of symbolic thought, language, and imaginative play. Children then enter the concrete operational stage, acquiring the ability to think logically and solve problems. Finally, in the formal operational stage, children develop abstract reasoning abilities, complex problem-solving skills and metacognitive awareness.

What are common examples of cognitive development?

Examples of cognitive development include the acquisition of language and vocabulary, the development of problem-solving skills, and the ability to engage in logical reasoning. Additionally, memory, attention, and spatial awareness are essential aspects of cognitive development. Children may demonstrate these skills through activities like puzzle-solving, reading, and mathematics.

How do cognitive development theories explain children’s learning?

Piaget’s cognitive development theory suggests that children learn through active exploration, constructing knowledge based on their experiences and interactions with the world. In contrast, Vygotsky’s sociocultural theory emphasizes the role of social interaction and cultural context in learning. Both theories imply that cognitive development is a dynamic and evolving process, influenced by various environmental and psychological factors.

Why is it essential to support cognitive development in early childhood?

Supporting cognitive development in early childhood is critical because it lays a strong foundation for future academic achievement, social-emotional development, and lifelong learning. By providing children with diverse and enriching experiences, caregivers and educators can optimize cognitive growth and prepare children to face the challenges of today’s complex world. Fostering cognitive development early on helps children develop resilience, adaptability, and critical thinking skills essential for personal and professional success.

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How to Teach Your Child to Be a Critical Thinker

Blue Planet Studio / iStockphoto

What Is Critical Thinking?

• Importance of Critical Thinking

Benefits of Critical Thinking Skills

• Teach Kids to Be Critical Thinkers

Every day kids are bombarded with messages, information, and images. Whether they are at school, online, or talking to their friends, they need to know how to evaluate what they are hearing and seeing in order to form their own opinions and beliefs. Critical thinking skills are the foundation of education as well as an important life skill. Without the ability to think critically, kids will struggle academically, especially as they get older.

In fact, no matter what your child plans to do professionally someday, they will need to know how to think critically, solve problems, and make decisions. As a parent, it's important that you ensure that your kids can think for themselves and have developed a healthy critical mindset before they leave the nest.

Doing so will help them succeed both academically and professionally as well as benefit their future relationships. Here is what you need to know about critical thinking, including how to teach your kids to be critical thinkers.

Critical thinking skills are the ability to imagine, analyze, and evaluate information in order to determine its integrity and validity, such as what is factual and what isn't. These skills help people form opinions and ideas as well as help them know who is being a good friend and who isn't.

"Critical thinking also can involve taking a complex problem and developing clear solutions," says Amy Morin, LCSW, a psychotherapist and author of the best-selling books "13 Things Mentally Strong People Don't Do" and "13 Things Mentally Strong Parents Don't Do."

In fact, critical thinking is an essential part of problem-solving, decision-making, and goal-setting . It also is the basis of education, especially when combined with reading comprehension . These two skills together allow kids to master information.

Why Critical Thinking Skills Are Important

According to the Programme for International Student Assessment (PISA), which evaluated 15-year-old children in 44 different countries, more than one in six students in the United States are unable to solve critical thinking problems. What's more, research indicates that kids who lack critical thinking skills face a higher risk of behavioral problems.

If kids are not being critical thinkers, then they are not thinking carefully, says Amanda Pickerill, Ph.D. Pickerill is licensed with the Ohio Department of Education and the Ohio Board of Psychology and is in practice at the Ohio State School for the Blind in Columbus, Ohio.

"Not thinking carefully [and critically] can lead to information being misconstrued; [and] misconstrued information can lead to problems in school, work, and relationships," she says.

Critical thinking also allows kids to gain a deeper understanding of the world including how they see themselves in that world. Additionally, kids who learn to think critically tend to be observant and open-minded.

Amy Morin, LCSW

Critical thinking skills can help someone better understand themselves, other people, and the world around them. [They] can assist in everyday problem-solving, creativity, and productivity.

There are many ways critical thinking skills can benefit your child, Dr. Pickerill says. From being able to solve complex problems in school and determining how they feel about particular issues to building relationships and dealing with peer pressure, critical thinking skills equip your child to deal with life's challenges and obstacles.

"Critical thinking skills [are beneficial] in solving a math problem, in comparing and contrasting [things], and when forming an argument," Dr. Pickerill says. "As a psychologist, I find critical thinking skills also to be helpful in self-reflection. When an individual is struggling to reach a personal goal or to maintain a satisfactory relationship it is very helpful to apply critical thinking."

Critical thinking also fosters independence, enhances creativity, and encourages curiosity. Kids who are taught to use critical thinking skills ask a lot of questions and never just take things at face value—they want to know the "why" behind things.

"Good critical thinking skills also can lead to better relationships, reduced distress, and improved life satisfaction," says Morin. "Someone who can solve everyday problems is likely to feel more confident in their ability to handle whatever challenges life throws their way."

How to Teach Kids to Be Critical Thinkers

Teaching kids to think critically is an important part of parenting. In fact, when we teach kids to be critical thinkers, we are also teaching them to be independent . They learn to form their own opinions and come to their own conclusions without a lot of outside influence. Here are some ways that you can teach your kids to become critical thinkers.

Be a Good Role Model

Sometimes the best way to teach your kids an important life skill is to model it in your own life. After all, kids tend to copy the behaviors they see in their parents. Be sure you are modeling critical thinking in your own life by researching things that sound untrue and challenging statements that seem unethical or unfair.

"Parents, being the critical thinkers that they are, can begin modeling critical thinking from day one by verbalizing their thinking skills," Dr. Pickerill says. "It’s great for children to hear how parents critically think things through. This modeling of critical thinking allows children to observe their parents' thought processes and that modeling lends itself to the child imitating what [they have] observed."

Play With Them

Children are constantly learning by trial and error and play is a great trial and error activity, says Dr, Pickerill. In fact, regularly playing with your child at a very young age is setting the foundation for critical thinking and the depth of their critical thinking skills will advance as they develop, she says.

"You will find your child’s thinking will be more on a concrete level in the earlier years and as they advance in age it will become more abstract," Dr. Pickerill says. "Peer play is also helpful in developing critical thinking skills but parents need to be available to assist when conflicts arise or when bantering takes a turn for the worse."

As your kids get older, you can play board games together or simply spend time talking about something of interest to them. The key is that you are spending quality time together that allows you the opportunity to discuss things on a deeper level and to examine issues critically.

Teach Them to Solve Problems

Morin says one way to teach kids to think critically is to teach them how to solve problems. For instance, ask them to brainstorm at least five different ways to solve a particular problem, she says.

"You might challenge them to move an object from one side of the room to the other without using their hands," she says. "At first, they might think it’s impossible. But with a little support from you, they might see there are dozens of solutions (like using their feet or putting on gloves). Help them brainstorm a variety of solutions to the same problem and then pick one to see if it works."

Over time, you can help your kids see that there are many ways to view and solve the same problem, Morin says.

Encourage Them to Ask Questions

As exhausting as it can be at times to answer a constant barrage of questions, it's important that you encourage your child to question things. Asking questions is the basis of critical thinking and the time you invest in answering your child's questions—or finding the answers together— will pay off in the end.

Your child will learn not only learn how to articulate themselves, but they also will get better and better at identifying untrue or misleading information or statements from others. You also can model this type of questioning behavior by allowing your child to see you question things as well.

Practice Making Choices

Like everything in life, your child will often learn through trial and error. And, part of learning to be a critical thinker involves making decisions. One way that you can get your child thinking about and making choices is to give them a say in how they want to spend their time.

Allow them to say no thank-you to playdates or party invitations if they want. You also can give them an allowance and allow them to make some choices about what to do with the money. Either of these scenarios requires your child to think critically about their choices and the potential consequences before they make a decision.

As they get older, talk to them about how to deal with issues like bullying and peer pressure . And coach them on how to make healthy choices regarding social media use . All of these situations require critical thinking on your child's part.

Encourage Open-Mindedness

Although teaching open-mindedness can be a challenging concept to teach at times, it is an important one. Part of becoming a critical thinker is the ability to be objective and evaluate ideas without bias.

Teach your kids that in order to look at things with an open mind, they need leave their own judgments and assumptions aside. Some concepts you should be talking about that encourage open-mindedness include diversity , inclusiveness , and fairness.

A Word From Verywell

Developing a critical mindset is one of the most important life skills you can impart to your kids. In fact, in today's information-saturated world, they need these skills in order to thrive and survive. These skills will help them make better decisions, form healthy relationships, and determine what they value and believe.

Plus, when you teach your kids to critically examine the world around them, you are giving them an advantage that will serve them for years to come—one that will benefit them academically, professionally, and relationally. In the end, they will not only be able to think for themselves, but they also will become more capable adults someday.

Organization for Economic Cooperation and Development. Programme for International Student Assessment (PISA): Results from PISA 2012 problem-solving .

Sun RC, Hui EK. Cognitive competence as a positive youth development construct: a conceptual review .  ScientificWorldJournal . 2012;2012:210953. doi:10.1100/2012/210953

Ghazivakili Z, Norouzi Nia R, Panahi F, Karimi M, Gholsorkhi H, Ahmadi Z. The role of critical thinking skills and learning styles of university students in their academic performance .  J Adv Med Educ Prof . 2014;2(3):95-102. PMID:25512928

Schmaltz RM, Jansen E, Wenckowski N. Redefining critical thinking: teaching students to think like scientists .  Front Psychol . 2017;8:459. doi:10.3389/fpsyg.2017.00459

By Sherri Gordon Sherri Gordon, CLC is a published author, certified professional life coach, and bullying prevention expert. 

HOW TO DEVELOP CRITICAL THINKING IN YOUR CHILD

With changing world, our little wonders are also made to change their style of learning. These little babies are expected to cram facts, analyze, compare, contrast, make inferences, decode information, and do much more. Polished thinking skills have rather emerged as a need of the hour for kids.

The best way to develop critical thinking skills is to let kids explore things as much as they can. In addition, to hone their thinking abilities, you must provide them the creative resources to engage themselves in varied tasks productively.

W HY DO SOME CHILDREN SEEM TO HAVE BETTER IDEAS  THAN OTHERS?

‘ Thinking ’ and its types is a topic that has interested psychologists and doctors for many years. This has lead to a lot of research and experiments on this subject.

What exactly makes children ‘CRITICAL THINKERS’?

What kind of thinker is your child?

How can you make your child become an Critical Thinker?

These are questions that are being asked and some  answers have been found.

J.P. Guilford , an American Psychologist recognized 2 main types of thinking.

CONVERGENT THINKING

• Convergent thinking is when a person uses a fixed path or the logical sequence to accomplish a task or solve a problem.
• It is a rather  ONE-DIMENSIONAL APPROACH  which relies on knowledge or evaluative reasoning alone.
• It is this type of thinking that is required for  traditional IQ tests .

DIVERGENT THINKING

• On the other hand divergent thinking is when a person  uses Originality and Creativity  in his thinking.
• The thinker does not necessarily feel that there is only one fixed solution to a problem or only one approach to a task and creativity is used to think  ‘out of the box’  and come up with multiple solutions or a unique new way of doing something.
• Divergent thinking is usually associated with  spontaneity and speed .
• It is a Multi-Dimensional approach .

WHAT MAKES GOOD THINKERS?

People with a  unique approach  or creative problem solvers, are a  combination of both types of thinking .

Coming up with unique or original ideas and seeing them through a logical or sequential pattern is an example of  a positive blend of the 2 types of thinking .

Convergent style of thinking is encouraged and honed by the conventional education systems.

However,  divergent thinking needs to be cultivated and encouraged from a young age.

This percentage kept decreasing as the researchers studied the children as they grew older. This shows that Infants and Preschoolars do indeed, have  Divergent Thinking  and this thinking should not be ignored and instead cultivated as it will help them in their adult lives.

This kind of early learning must be encouraged by parents.

TIPS FOR DEVELOPING CRITICAL THINKING IN YOUR CHILDREN:

1. Let your child attempt: Helping your child find answers to all their queries without letting them brainstorm their little minds will not help. Let your child explore things and think hard to satiate all their questions. Offer them enough time to think hard to generate a critical response. This will help to spark the young minds of your young ones.

2. Use, ‘ Help your child develop a hypothesis’ instead of -‘ build logical thinking.’

Let your child correlate the cause-and-effect phenomenon in day-to-day life. This will help them develop a reason for doing something or not doing something, which will hone critical thinking skills in your kids.

Example 1: You may try asking them:

If you run on wet ground, what do you think will happen?

And what do you think will happen next?

So, what will you do the next time if you are walking and you see some water spilled over on the floor ahead you?

Child:Look ma! Leaves are falling from the tree.

You: Ya, because it’s windy.

THIS IS SO WRONG!

You should always keep asking questions to develop your child’s DIVERGENT THINKING.

Child : Look ma! Leaves are falling from the tree.

You : Why do you think they are falling?

Child : (Smiles) I don’t know.

You : Do you think it’s because of the wind?

Child : Yes! It’s the wind.

You : Why are only few leaves falling? Why not all?

Encourage the child’s questions and curiosity.

Children’s imagination is one of their best qualities.  Let it run wild . Remember that they do not need a “ reality check ” at such a young age.

3. Read to your child

Read to your child as much as you can in the formative years. When a child listens to a story, they often build imagery which stimulates their mind by triggering a creative thought process. The best gift you could ever give to your child is the gift of reading. Reading bedtime stories or any interesting comic book during the day is a great way to boost your child’s thinking skills. So, make sure that your child has access to good books all the time.

4. Help your child build a positive mindset

While growing up, children tend to pick up various beliefs from their surroundings, some positive and others negative. It would be best if you recognize the dominant thought pattern of your child and always try to transform those little negative beliefs into positive ones.

The child must be taught to transform all ‘I can’t’ thoughts into ‘How can I?’. The children must be made aware of the positive thought process right at this young age. This entire process of being able to recognize your own thoughts is called metacognition. Studies have shown that such children develop flexible thinking and are more successful in their lives.

They say,  ‘Great thinkers are Great doers.’

Critical thinking is a great way to learn new skills. The sooner your child gets into critical thinking, the better your child’s learning curve is.

WHAT SHOULD YOU BUY  FOR YOUR CHILD TO DEVELOP THINKING?

For a 2-5 year old child , It is extremely important to train this thinking.

Here is a list of things that you can get your child:

1.   UNIQUE BOOKS : Lift-the-flap books, peek-a-boo books, water books, slide books etc.

2.   WORKSHEETS : Joining the dots, mazes etc.

3. FLASH CARDS : Perfect way to develop thinking!

4. JIGSAW PUZZLES : Builds pattern and shape recognition.

So what are you waiting for? Go on,  LET YOUR CHILD EXPLORE!

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Cognitive Development in 0-2 Year Olds

Learn about the rapid developmental growth that occurs in a baby's first year, especially, children's thinking abilities, or cognition..

There is a staggering amount of change, across all areas of development, between when a baby is born and when that same child turns 3. Seemingly helpless at birth, babies enter the world with a system of abilities and responses that lay the foundation for future abilities and skill sets. Babies are born with cognitive skills that allow them to recognize and respond to their caregivers. For example, they are able and ready to immediately hook the caregiver into a relationship with them — to get those who keep them healthy and alive connected to them immediately. The skills that let them do this are their visual fixed focal length (about the distance from breast to caregiver’s face), their ability to perceive high contrasts and contours (allowing outlines of things like a face to be defined), their orientation to human voices over other sounds, and their ability to recognize a familiar voice by the time they are a week old. In addition, they are able to recognize the smell of their own mother’s milk.

From birth until they turn 2, children are in what famous developmental researcher Jean Piaget calls the sensorimotor period. During this time, children use their senses and actions to learn and grow. This period begins with basic reflexes and advances through a series of “stages” to complex sensory and motor skills, and early symbolic thought. For games to play throughout the first year that will support cognition, try some of these ideas.

According to Piaget, during the sensorimotor period, children’s thoughts and understandings are limited to things they can directly perceive or do, as illustrated below in the chart by Dr. Kirsten Blount-Matthews, Professor of Psychology at Harper College:

While playing hands-on with your baby is always the best way to connect, sharing games or images online allows you to diversify the kinds of interactions you and your baby share. Be sure to talk to your child and engage her with meaningful questions or playful interactions as you and your baby explore baby-focused cognitive games that encourage sorting, peekaboo, and cause and effect understanding.

By the end of the sensorimotor period (between  18-24 months ), your child learns that she is separate from her environment and that objects continue to exist even when they are not perceivable (object permanence). At this age, your toddler is developing mental representation (creating and storing mental images), as evidenced by his ability to engage in deferred imitation (throwing a tantrum after seeing one at daycare earlier in the day, for instance). Your child will demonstrate intentional thinking and insight, is able to use mental combinations to problem solve (e.g., know to move a chair to their crib to reach in for their blankie), and is beginning to pretend (e.g., use a block as a cracker to feed a doll) — all hallmarks of the transition from sensorimotor to preoperational thinking.

The limits of what sensorimotor children can do has been proven in countless experiments since Piaget first documented them. However, recent research has also identified strengths and abilities not previously noted. For example, researchers have found that even very young babies can show surprise (by looking longer) at unexpected events (such as a screen that seems to fall through an object it hides). Longer looking time in these situations indicates that babies have some expectation that objects continue to exist when hidden by a screen, and therefore have some ability to form abstract representations from birth (contrary to what Piaget initially documented). While there is debate about what forms these representations take, and the extent to which children can utilize them, researchers now believe that babies build off foundations of learning that they are born with. In addition, they continue to learn about the world through observation  in addition  to sensorimotor actions.

Preoperational Thinking Sometime between  18-24 months , children enter Piaget’s second stage — the preoperational stage. This stage, which lasts from about 2 to about 6-years-old, is the time during which children learn to use symbols and representational thinking, such as language. At the onset of the preoperational period, children cannot yet use concrete logic nor take the perspective of another. They demonstrate egocentricism, where they believe that their thoughts are shared by others. These limitations notwithstanding, the time from 2 to 3 is another explosion of learning and thinking. Children are able to respond to simple directions, group objects by category, imitate more complex actions and show increasingly vivid use of the imagination. The time between 2 and 3 marks the transition from baby or toddler to preschooler! 

Birth To 5 Matters

Guidance by the sector, for the sector

Thinking Creatively and Critically (Thinking)

Having their own ideas (creative thinking) • Thinking of ideas that are new and meaningful to the child • Playing with possibilities (what if? what else?) • Visualising and imagining options • Finding new ways to do things

Making links (building theories) • Making links and noticing patterns in their experience • Making predictions • Testing their ideas • Developing ideas of grouping, sequences, cause and effect

Working with ideas (critical thinking) • Planning, making decisions about how to approach a task, solve a problem and reach a goal • Checking how well their activities are going • Flexibly changing strategy as needed • Reviewing how well the approach worked

• Use the language of thinking and learning: think, know, remember, forget, idea, makes sense, plan, learn, find out, confused, figure out, trying to do. • Model being a thinker, showing that you don’t always know, are curious and sometimes puzzled, and can think and find out. I wonder? • Give children time to talk and think. Make time to actively listen to children’s ideas. • Encourage open-ended thinking, generating more alternative ideas or solutions, by not settling on the first suggestions: What else is possible?. • Always respect children’s efforts and ideas, so they feel safe to take a risk with a new idea and feel comfortable with mistakes. • Encourage children to question and challenge assumptions. • Help children to make links to what they already know. • Support children’s interests over time, reminding them of previous approaches and encouraging them to make connections between their experiences. • Help children to become aware of their own goals, make plans, and to review their own progress and successes. Describe what you see them trying to do, and encourage children to talk about what they are doing, how they plan to do it, what worked well and what they would change next time. • Talking aloud helps children to think and control what they do. Model self-talk, describing your actions in play. • Value questions, talk, and many possible responses, without rushing toward answers too quickly. • Sustained shared thinking helps children to explore ideas and make links. Follow children’s lead in conversation, and think about things together. • Encourage children to choose personally meaningful ways to represent and clarify their thinking through graphics. • Take an interest in what the children say about their marks and signs, talk to them about their meanings and value what they do and say. • Encourage children to describe problems they encounter, and to suggest ways to solve the problem. • Show and talk about strategies – how to do things – including problem-solving, thinking and learning. • Encourage children to reflect and evaluate their work and review their own progress and learning. • Model the plan-do-review process yourself.

• In planning activities, ask yourself: Is this an opportunity for children to find their own ways to represent and develop their own ideas? Avoid children just reproducing someone else’s ideas. • Build in opportunities for children to play with materials before using them in planned tasks. • Play is a key opportunity for children to think creatively and flexibly, solve problems and link ideas. Establish the enabling conditions for rich play: space, time, flexible resources, choice, control, warm and supportive relationships. • Recognisable and predictable routines help children to predict and make connections in their experiences. • Routines can be flexible, while still basically orderly. • Provide extended periods of uninterrupted time so that children can develop their activities. • Keep significant activities out instead of routinely tidying them away, so that there are opportunities to revisit what they have been doing to explore possible further lines of enquiry. • Plan linked experiences that follow the ideas children are really thinking about. • Represent thinking visually, such as mind-maps to represent thinking together, finding out what children know and want to know. • Develop a learning community which focuses on how and not just what we are learning. • Setting leaders should give staff time to think about children’s needs, to make links between their knowledge and practice.

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13 Growth Activities To Raise Critical Thinking Toddlers

Table of contents, the most important skills .

Hi friends! As a homeschooling mama of a busy two-year-old, I’m always looking for one more great way to nourish her growing mind. The most important skills are critical thinking skills, and  I’m incredibly passionate about helping young children grow up to be critical thinkers. 

I wanted to share the critical thinking activities for toddlers and techniques I’ve found most helpful for promoting critical thinking in my little one. As she interacts with the world around her, I try to encourage her to ask questions, make observations, and draw logical connections. 

First, I set up our learning space with open-ended toys like blocks, puzzles, and sensory bins. This gives my toddler the freedom to explore materials, test theories, and engage her problem-solving skills. I also take her outdoors often so she can examine nature up close. A nature scavenger hunt is a fun way to exercise those observation abilities! 

In our daily life, I look for chances to engage in critical thinking. Bath time becomes an opportunity for sinking/floating experiments. At mealtimes, we discuss food attributes like colors, textures, and tastes. And I try to read interactive stories that ask thought-provoking questions.  

Play is super vital besides independent play, I make time for free play, pretend play, and imaginative play.  We do group activities to build social skills and teamwork. The other day, we did a collaborative marble run challenge with some friends that required planning, testing, and creative problem-solving. So fun to see their little minds at work!

I don’t expect expert-level analysis from a toddler, but fostering this mindset from a young age builds confidence and cognitive skills over time. My kiddo seems to love exploring ideas and figuring things out. And nothing warms this homeschooling mama’s heart more than seeing that look of discovery on her face! 

Let me know if you have any favorite critical thinking activities for the toddler bunch. I love to hear different perspectives!

 How to assess your child’s reading level at home: The Five Finger Test

What is Critical Thinking for Toddlers?

For young minds, critical thinking is the ability to observe details, ask questions, problem-solve, and make connections through exploring their world. It’s about nurturing natural curiosity and independence. My daughter shows this when she examines objects like bugs or flowers up close, asks “why” questions non-stop, or figures out how to build a block tower through trial and error. 

Why Build Logical Skills Early On? 

The toddler years are the perfect time for honing basic critical thinking skills. Their brains are primed for establishing thinking pathways and making cognitive connections. When we engage toddlers in activities that exercise observation, questioning, and problem-solving, we equip them with skills that will benefit them down the road academically and socially. 

Cognitive Skills: The Building Blocks of Critical Thinking

Language Development is an essential life skill

I nurture language development by narrating our day and expanding on my toddler’s statements. This strengthens communication skills crucial for critical thinking.

Problem-Solving Abilities

Simple games that involve cause and effect, sequencing, or sorting help hone early problem-solving skills and logical reasoning skills. I see my kiddo light up when she figures something out!

Fostering an Enriching Learning Environment

Dedicated Play Space

We converted our spare room into a playroom filled with open-ended toys, art supplies, and hands-on materials like sand tables. This space encourages curiosity and discovery. 

Open-Ended Toys 

Some of our favorites include blocks, puzzles, sensory bins, and pretend play sets. These toys allow for imaginative experimentation rather than having a fixed outcome. 

Outdoor Exploration

We spend lots of time outdoors examining plants and insects, splashing in puddles, and going on nature scavenger hunts. Outdoor time spurs curiosity about the natural world.

Everyday fun Activities 

Problem-Solving activities

Puzzles, matching games, and shape sorters encourage logical thinking and perseverance through trial and error. We also love imaginary games like going on a bear hunt!

Sensory Play

Activities like playing with kinetic sand, water beads, or finger painting different objects can be a critical thinking exercise for the senses and promote open-ended experimentation and problem-solving. 

Storytelling 

I ask thoughtful, critical thinking questions and involve my toddler when reading stories. We talk about the characters’ feelings, make predictions, and discuss creative solutions. 

Artistic Expression 

Our favorite art supplies include crayons, play-dough, paper, glue, and child-safety scissors. Creating art fosters really great skill for creative thinking and problem-solving skills in creative ways by using creative ideas. 

Digital Activities in Moderation

Educational Apps 

I limit screen time but do let my toddler play with a few trusted apps focused on critical thinking, like simple puzzle games and creative drawing programs. 

Balance with Offline Play

While some digital activities can engage her mind, hands-on exploration, movement, and social play are crucial. I aim for minimal screen time.  

Incorporating Critical Thinking Into Everyday Life

Mealtime Choices 

I present two healthy food options and ask my toddler questions to help her consider the choices. This gets her thinking and promotes autonomy in simple ways, but it makes a huge impact.

Bathtime Experiments  

Bath time becomes a chance for critical thinking with sink/float challenges, pouring games, and even some supervised mixing of water and bubbles is an excellent way to practice problem solving.

Using Bedtime Stories To Enhance Critical Thinking

I’ve found bedtime stories to be a fantastic way to nurture critical thinking in my toddler before she drifts off to sleep. 

When we crack open a book at bedtime, I make sure to choose stories that have some problem-solving element or dilemma for the characters. 

Then I engage my toddler in the story by asking the right questions that are open-ended questions about what she thinks will happen next or what she would do if she were the character. We talk through different choices the characters could make and the potential consequences. This helps my little one learn to be an active learner and think critically about decision-making and reasoning without just accepting things at face value and ultimately make good decisions in life. 

After we finish reading, I sometimes have her retell parts of the story in her own words to build her comprehension and narrative skills. Reading interactively at bedtime stretches her thinking and lets her snuggle up with a curious mind.

 I recommend choosing picture books with fun problem-solving plots if you want to turn bedtime stories into stimulating brain-building sessions!

As parents, we can model critical thinking and problem-solving in our everyday actions to demonstrate these skills for our toddlers. When tackling problems, I think out loud so my toddler can follow my thought process. For example, when building something I might say “Hmm, this piece doesn’t fit here. I wonder if turning it this way would work better?” I narrate how I’m testing different solutions so she can see the step-by-step reasoning. 

During daily tasks like cooking or cleaning, I also involve my toddler in the problem-solving. If I’m trying to organize my toolbox, I’ll ask her questions like “Which of these tools is the biggest? Where do you think it should go?”Guiding her through the decision analysis demonstrates how to work through a challenge. I always explain my rationale for the choices I make too. The more I demonstrate thoughtful problem-solving, the more my toddler sees critical thinking in action. Leading by example helps these cognitive skills become ingrained from an early age.

Nurturing A Critical thinking Mindset At Home

Here are some of the techniques I use to nurture critical thinking:

– We turn daily routines like cooking, laundry, or errands into learning opportunities by talking through the steps and asking questions.

– I provide open-ended toys like blocks, puzzles, crayons and other art supplies that allow for creativity. 

– We read interactive stories where my toddler can fill in the blanks or make predictions. 

– Outside time is great for curiosity and critical thinking – we examine flowers, clouds, and insects up close during nature walk. 

– Independent play allows my toddler to problem-solve without interference as she explores the world. 

I’m careful not to provide too much direct instruction at this young age. Instead, I see my role as setting up an enriching environment and letting her imagination take flight!

These early thinking skills will give her confidence in preschool and beyond. I’m so proud to see her make connections or figure something out independently. The toddler years are fleeting so I’m cherishing each “aha” moment!

 Unlock the Secret of Your Perfect Parenting Style Now!

Cheat Sheet: How To Foster Critical Thinking in Toddlers

Chart: 13 critical thinking activities for toddlers chart.

13 activities that promote critical thinking skills for toddlers, preschoolers and young children.

Frequently Asked Questions

How do I teach my toddler critical thinking?

You can teach critical thinking skills by encouraging observation, curiosity, and hands-on exploration. Provide open-ended toys and ask questions that stimulate reasoning. Allow time for independent play and problem-solving. Narrate thought processes during daily activities. Set up cause-and-effect experiments. Introduce age-appropriate logic puzzles and games. 

What activities develop critical thinking?

Activities that promote critical thinking include sensory play, imaginative play, sorting/matching games, open-ended art projects, reading interactive stories, participating in daily tasks, outdoor scavenger hunts, science experiments, and any opportunity for your toddler to ask questions and figure things out independently.

What are creative thinking activities for toddlers? 

Creative thinking activities allow toddlers to come up with innovative solutions. Examples include: open-ended art like painting or play-dough, building structures with blocks, pretend play scenarios, completing puzzles in different ways, exploring musical instruments, storytelling, and hands-on science experiments. 

What is an example of critical thinking for preschoolers?

An example of critical thinking for preschoolers is asking them to figure out how to retrieve a ball that rolled under a piece of furniture. They must analyze the situation, strategize a solution, and problem-solve based on logic. Other examples include sorting toys by specific attributes, arranging sequences of pictures, and answering reasoning questions after reading a story.

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MSU Extension Child & Family Development

The importance of critical thinking for young children.

Kylie Rymanowicz, Michigan State University Extension - May 03, 2016

Critical thinking is essential life skill. Learn why it is so important and how you can help children learn and practice these skills.

We use critical thinking skills every day. They help us to make good decisions, understand the consequences of our actions and solve problems. These incredibly important skills are used in everything from putting together puzzles to mapping out the best route to work. It’s the process of using focus and self-control to solve problems and set and follow through on goals. It utilizes other important life skills like making connections , perspective taking and communicating . Basically, critical thinking helps us make good, sound decisions.

Critical thinking

In her book, “Mind in the Making: The seven essential life skills every child needs,” author Ellen Galinsky explains the importance of teaching children critical thinking skills. A child’s natural curiosity helps lay the foundation for critical thinking. Critical thinking requires us to take in information, analyze it and make judgements about it, and that type of active engagement requires imagination and inquisitiveness. As children take in new information, they fill up a library of sorts within their brain. They have to think about how the new information fits in with what they already know, or if it changes any information we already hold to be true.

Supporting the development of critical thinking

Michigan State University Extension has some tips on helping your child learn and practice critical thinking.

• Encourage pursuits of curiosity . The dreaded “why” phase. Help them form and test theories, experiment and try to understand how the world works. Encourage children to explore, ask questions, test their theories, think critically about results and think about changes they could make or things they could do differently.
• Learn from others. Help children think more deeply about things by instilling a love for learning and a desire to understand how things work. Seek out the answers to all of your children’s “why” questions using books, the internet, friends, family or other experts.
• Help children evaluate information. We are often given lots of information at a time, and it is important we evaluate that information to determine if it is true, important and whether or not we should believe it. Help children learn these skills by teaching them to evaluate new information. Have them think about where or who the information is coming from, how it relates to what they already know and why it is or is not important.
• Promote children’s interests. When children are deeply vested in a topic or pursuit, they are more engaged and willing to experiment. The process of expanding their knowledge brings about a lot of opportunities for critical thinking, so to encourage this action helps your child invest in their interests. Whether it is learning about trucks and vehicles or a keen interest in insects, help your child follow their passion.
• Teach problem-solving skills. When dealing with problems or conflicts, it is necessary to use critical thinking skills to understand the problem and come up with possible solutions, so teach them the steps of problem-solving and they will use critical thinking in the process of finding solutions to problems.

For more articles on child development, academic success, parenting and life skill development, please visit the MSU Extension website.

This article was published by Michigan State University Extension . For more information, visit https://extension.msu.edu . To have a digest of information delivered straight to your email inbox, visit https://extension.msu.edu/newsletters . To contact an expert in your area, visit https://extension.msu.edu/experts , or call 888-MSUE4MI (888-678-3464).

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Parent Resources for Learning > Critical Thinking > 5 Fun Critical Thinking Games to Play with Your Child

5 Fun Critical Thinking Games to Play with Your Child

by Dr. Jody Sherman LeVos | Mar 27, 2024 | Critical Thinking

Playing games is a great way for your child to develop their critical thinking skills—and the metaphor of a game is a great way to think about these important life skills!

Every time your child works through a problem they need to solve, a sequence they need to memorize, or a decision they need to make, they’re making their way toward the goal of improving their critical thinking.

It’s like a game where the reward at the end is better decision-making, stronger reasoning skills, and academic and professional success!

Kids will keep playing this game over the course of their lives, connecting new ideas to old ones and discarding one opinion for another. Each time, they’ll get better.

Ready to start? We’ve got some fun and easy game ideas for you!

The Short Cut

• Critical thinking  is one of the 5 C’s  that help kids thrive in school and life (an essential part of the Begin Approach to learning)
• The ability to think critically—as opposed to being intelligent—has been linked to wellness and fewer “negative life events”
• Good critical thinking activities  often involve following rules, breaking tasks into sequences, asking questions, and understanding multiple perspectives
• Games (like this memory game ) are a fantastic way to develop critical thinking with kids because you can slip in challenges with the fun!

Why Is Critical Thinking Important?

Critical thinking is a necessary skill for understanding the world.

Through weighing options, studying different perspectives, and making good choices, our children can lead their lives in a positive and healthy way.

Critical thinking allows our kids to:

• Analyze information and make decisions
• Recall short sequences of information and simple instructions
• Ignore distractions to focus on a task
• Grasp the differences between sources of information
• Reason using logic
• Make connections between things

It’s one of the most important contributors to their overall well-being!

6 Critical Thinking Exercises for Everyday Life

Games aren’t the only critical thinking exercises that work well for kids. They also encounter many opportunities to build their skills on any given day.

How can you tap into those chances? Try these techniques.

1. Explain Things

No doubt you often find yourself on the receiving end of your child’s questions. Try to answer all of them. Daunting as that might sound (we know!), this helps your child learn how to formulate the questions they need to ask to make good judgments.

2. Back Up Rules with Good Reasons

Help your child understand the reasons behind rules. (A typical Q&A volley:  “Please find a quiet activity to do after dinner.” “Why?” “Because your brother is asleep and we don’t want to wake him up.”)

This kind of exchange allows your child to understand why you’re asking them to do something, which fosters critical thinking.

3. Play Real-Life Problem-Solving Games

Playing strategy games—even simple ones designed for kids—develops analytical skills. You can also have fun turning household tasks into problem-solving games, like figuring out which socks go to which person when you’re folding laundry.

4. Cultivate Curiosity

Encourage your child to ask questions and dig deep to find answers. Curiosity leads to challenging assumptions and gaining new information. Ultimately it helps your child develop complex thinking skills.

5. Encourage Open-Mindedness

Help your child learn to be flexible in their thinking by giving them time to gather information before they make decisions. Considering various solutions helps kids learn that more than one way to do things can be correct.

6. Model Analytical Thinking

Our kids are always watching us. One of the best ways to influence your child’s critical thinking skills is by talking through decisions as you make them. (“I want to walk to the store. I can take a shortcut, but it’s on that dirt path and I’m wearing new sneakers. I want to keep them clean, so I’ll walk on the sidewalk instead.”)

5 Games to Guide Your Child’s Critical Thinking

There are many educational critical thinking games  you can play at home that help kids improve their skills! We’ve gathered a few we love:

This classic guessing game encourages analytical thinking and problem-solving skills (like deduction) as your child searches for specific objects based on clues.

Plus, it‘s highly portable! Play it in the car, on a walk, or even at the grocery store!

What You Need

• Nothing except space!
• Explain you’ll take turns identifying an object in your space.
• Model the game by going first. Choose an object that both of you can see.
• Share one detail about it. (“I spy something purple.”)
• Ask your child to guess what you’ve chosen.
• If your child is stumped or getting frustrated, add more clues (“The purple thing is a food, and it’s over by the apples.”)
• Trade roles so that your child chooses something for you to guess.

More Ways to Play

• Choose different rules, such as “the object has to start with A,” or “share three adjectives that describe the object,” or “make up one phrase this object might say”

2. Once Upon a Time

Storytelling is a great way to work on critical thinking skills like understanding cause and effect, choice-making, and sequencing. This game also taps into kids’ creativity  (another one of the 5 C’s) through making up stories.

• Nothing but your imagination!
• Explain you’re going to build a story together by taking turns, one sentence at a time. You can give an example by reciting a story that your child already knows.
• Give an exciting first sentence that jumps into action, such as, “Once upon a time, a kid was on a rocket ship headed to Mars, when a meteor hit and fuel began to leak.”
• Ask your child to continue the story. If they get stuck, try asking them questions like “What did the rocket ship do next?” or “What did the kid do first to fix the problem?” or “How did the kid feel?”
• Continue taking turns until you come to a natural ending.
• Write down the story as you tell it, then read it out loud
• Create a book out of the story, using paper, markers, and a stapler or tape (art projects use many critical thinking skills)
• Use a prop to center the story on, like a toy or a stuffed animal
• Go outside and tell a story based on what you imagine you see in the clouds

3. Bet You Can Build It!

Designing a structure takes curiosity, planning, trial and error, and problem-solving. You can turn this activity into a game by laying out rules to follow.

• Marshmallows
• Craft sticks
• Cardboard tubes
• Anything else you’ve got at home!
• Gather your materials.
• Give your child the rules for the building challenge. (“Create the tallest building you can without it tipping over” or “Use all the marshmallows and toothpicks.”)
• Work on the structure together or each do your own.
• Celebrate when you’ve finished!
• Use a timer to add urgency to the game
• Bring the game to the floor and use bigger building materials, like blocks or plastic bricks
• Bring it outside and use objects found in nature

Get your child moving their whole body as they use planning, organization, and problem-solving skills to find their way through a maze.

• A surface to draw on, like a sidewalk, driveway, or playground blacktop
• Objects to use as obstacles
• A finish-line treasure (a favorite toy, a treat, etc.)
• Draw a maze with chalk. Try making a path by drawing borders on each side or a “tightrope” by only drawing one line your child will need to balance on as they walk.
• Add dead ends to make the maze more challenging.
• Use objects to create obstacles for your child to problem-solve a way past.
• Add a treasure at the finish to engage their imagination.
• Have your child start at one end and try to find their way through!
• Hone in on the treasure component of the maze by creating a scavenger hunt .
• Ask your child to draw a map of the maze when they’ve finished.

5. Obstacle Course

An obstacle course builds real-life skills. To get through their days, kids need to be able to remember lots of information (just think about all the rules at school!).

They also encounter problem-solving based on sequencing and memorizing shortcuts, directions, and solutions. (Think about learning how to write. Letters have to be in a specific order to make a word. That’s sequencing.)

Or you may allow your child to walk to school or the bus stop on their own. That’s all about memorizing directions.

Obstacle courses can help them practice these skills!

• Masking tape or chalk
• Jump rope or broom
• Big bouncy ball
• Play tunnel, table, or chair
• Board or pool noodle
• Log and plank
• Pillows, bean bag chairs, or large stuffed animal
• Any other objects you want!
• Gather your objects—you can play this game inside or outside.
• Design a path for your child by placing interactive objects along it. For instance, they can jump over the broom, crawl under the table, and balance on the log and plank.
• Show your child the sequence. You can demonstrate it or have them do a trial run.
• Let them start!
• Try asking your child to do the course backwards or blindfolded—with a partner!
• On a hot day (and outdoors!), add water components like carrying a bucket of water or running through a sprinkler
• Draw a map and instead of telling your child how to move through the course, give them the map to follow
• Add a fun time component and challenge your child to finish the course faster each time they do it

Cultivating Critical Thinking Skills with Begin

Because critical thinking is such an essential skill set, at Begin we build it into our age- and stage-matched learning membership . Through playing with Little Passports activity kits, the codeSpark coding app , and other award-winning learning products from Begin, kids can learn sequencing, make their own games, do science experiments, and more !

Take our online quiz  today to discover which stage of the Begin membership is best for your family!

Jody has a Ph.D. in Developmental Science and more than a decade of experience in the children’s media and early learning space.

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Dr. Jody Sherman LeVos

Chief Learning Officer at Begin

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Developing Thinking Skills From 24 to 36 Months

While you often hear this stage called the “terrible two’s”, it is also an amazing time when your toddler’s skills and personality continue to deepen and grow. Find strategies to support the development of your toddler’s thinking skills during this year.

In this third year, you will see a big jump in your child’s thinking skills. He will start to appreciate humor and jokes. She will be able to come up with solutions to more complex problems. Toddlers are also starting to be able to put themselves in another person’s shoes. They know that others have thoughts and feelings that are different from their own. For example, your child may give you a hug when you are sad. It is also an amazing time when your toddler’s skills and personality continue to deepen and grow.

What Can You Do to Support Your Toddler’s Thinking Skills?

Encourage pretend play. Let your child be the “director.” This helps her develop her own ideas. It also strengthens her thinking skills as she uses logic in her play: *The dog has to go back in his house because it’s raining.* You can help her develop her ideas by asking questions: *What is the doggy feeling? Why? What might happen next?*

Offer materials that help your child act out the stories he’s creating —hats, dress-up clothing, toy dishes, child-sized brooms, pads of paper, blocks, play food, and household objects like big cardboard boxes, blankets, pillows, etc.

Ask questions during your everyday play and routines. As you go through your day together, ask your child questions about what the two of you are seeing: *Why do you think the leaves fall from the trees? Where do you think the butterfly is going?* This gets your child’s mind working and lets her know that you are interested in her ideas.

Offer lots of chances to explore in creative ways. Take nature walks. Play with sand and water. Give your child objects he can take apart and investigate. By exploring objects during play, children figure out how things work and develop problem-solving skills.

Use everyday routines to notice patterns. Using language to explain these patterns helps your child become a logical thinker and increases her vocabulary *When the buzzer rings, the clothes are dry.* Or, *You wear mittens to keep your hands warm when it’s cold.*

Sort and categorize through the day. Your child can separate laundry into piles of socks, shirts, and pants. He can help set the table and organize the forks, plates, and spoons. At clean-up time, have him put the cars on one shelf and books on another.

Talk about feelings. Help your child develop a feelings vocabulary. Put words to what you think she might be feeling. *You are so mad that we have to leave the park.* This helps your child understand and cope with her emotions. Talk about what others might be feeling: *That little girl is jumping up and down and smiling. How do you think she feels?*

Encourage your child to test out different solutions to problems , rather than doing it for him: You might suggest he try the square block in another hole in his shape-sorter, or add some blocks to the bottom of his tower to keep it from collapsing.

Browse our full suite of resources on early childhood development.

Parents' Guide

Developing critical thinking in preteens, introduction.

Teaching your child how to think critically and how to be a critical thinker is now more than ever an important foundational responsibility of parenthood. Challenges abound and there are more pitfalls in today’s media and technology driven society.

Throughout this guide you’ll find case studies, practical exercises, resources, and informational pages designed to assist parents to better understand age specific developmental factors that influence how children can the necessary develop critical thinking skills they need to effectively navigate their formative years as well as their future adult lives.

The four factors (basic reasoning, self-esteem, emotional management, and social norms) we examined in the first part of this guide, concerning children aged five to nine, are still relevant when considering the development of critical thinking in young people aged 10 to 12.

Why is it important to develop critical thinking skills?

Critical thinking is the ability to think clearly and rationally about your actions and your surroundings. Children, given their formative stages of development, are especially vulnerable to outside influences as they’re still developing their capacity for independent thinking and personal identities.

A strong foundation with regard to critical thinking skills allows children to better navigate their surroundings and their relationships with their parents and peers, and even with themselves. The development of these skills is a lifelong process and you may find that even you, as a parent, can gain valuable insights into your own personal development.

Ways to increase critical thinking skills

The development of critical thinking in children aged 10 to 12 will be particularly influenced by the following three factors, around which this section of the guide is organized:

• The development of the ability to reason logically, allowing children to go beyond everyday argument.
• Puberty and its implications for children’s interests, self-esteem, and ability to manage their emotions.
• The digital universe, including video games, internet use, and the development of a new social life (or pseudo-social life) on social networks targeting young people.

These factors both deepen the child’s development in critical thinking and present new obstacles. There is much parents can do to help them further their development along productive tracks and avoid potential pitfalls. 

In terms of reasoning, the big step forward at this age involves the heightened capacity for abstraction and formal logic. Where younger children apply rudimentary reasoning to concrete situations encountered in everyday life, the 10- to 12-year-old begins to draw more general conclusions from his or her everyday experience. Parents can encourage this move to greater abstraction by continually challenging their children with more complex discussions at home and by working on basic formal logic exercises with them. 

This development is challenged by both the onset of puberty—along with the emotions and the process of individuation that accompany it—as well as by the new digital distractions children are increasingly exposed to during this period. Social networks, especially, can put a strain on children at this age.

But if adolescents manage to overcome some of these obstacles to cognitive development, critical thinking can itself serve as a way to channel some of their new energy, curiosity, and desire for independence. By recognizing the changes their child is going through and facilitating intellectual growth, parents can help make this challenging time an exciting and productive one, and prepare their children for the further cognitive advances to come in young adulthood. 

1. Cognitive Biases

As children’s cognitive capabilities mature, they begin to reason and make judgments about more complex topics. but children are often highly  vulnerable to cognitive biases and errors at this age. they tend to generalize based on their own limited experience., parents can help by encouraging children to reflect on their limitations and by bringing up alternative perspectives..

In children aged 10 to 12, the argumentative capabilities that we have analyzed in younger children can mature into lines of genuine reasoning, which are increasingly effective and cogent. Logic, therefore, comes to play a more important role, even though at this age it is primarily applicable only in concrete and imaginable situations and remains subject to multiple cognitive biases. 

What is cognitive bias?

We have already discussed briefly the kinds of biases that young children can begin to overcome through metacognition and engagement with new experiences and perspectives. “ Cognitive biases ” refers to something more specific: mistakes we tend to make in processing information. These are recurring cognitive tendencies that lead us to make errors over and over again. Cognitive biases are analogous to the biases in our perception that produce, for example, optical illusions.

What are examples of cognitive bias?

At a higher cognitive level (for example, in memorizing and recognizing), we encounter cognitive biases. For example, we memorize faces in the context in which we encounter them. If, for example, I only ever see the local baker in the bakery, we may well struggle to recognize each other if we meet by chance on vacation. This is a cognitive bias. 

How can you overcome cognitive bias?

We have all experienced this human bias, but recognizing real life examples of cognitive bias requires a metacognitive process. Unfortunately, metacognition (that is, being aware of a bias) often does not help us correct it. As a rule, the lower the level at which the bias operates (for example, in perception), the greater its resistance to metacognition.

Yet, there is an area in which metacognition does manage to correct certain common cognitive biases: the sphere of social cognition. For example, our cognitive system tends to produce overgeneralizations, which is how social stereotypes are born. The idea that “women are kinder than men” is a social stereotype.

If we learn to understand through metacognition (that is, through a cognitive process capable of analyzing, even correcting, other cognitive processes) how our tendency to overgeneralize leads us to harmful, unjust, and even dangerous stereotypes, we can thus try to stop ourselves from overgeneralizing and overcome common biases. In social cognition, metacognition (which can be improved with practice) is effective in reducing the possibly disastrous effects of cognitive biases.

2. The Development of Reason

At this age, children’s reasoning evolves from a focus on the concrete world toward increasingly abstract problems. children make progress by way of challenges that force them to think more abstractly., parents can help by supplementing their school learning with games, discussions, and problems that exercise their emerging logic and reasoning abilities., what does reasoning mean.

Reasoning is defined as the process by which you reach a conclusion after thinking about all the facts. There are several types of reasoning and each provide some insight into how the human mind processes information. The most commonly referenced types of reasoning are deductive reasoning,  inductive reasoning, and abductive reasoning.

What are 3 types of reasoning?

Deductive reasoning is a formal logic process of reasoning  that uses information from one or more statements or premises  to reach a logically certain conclusion. It’s a form of top-down formal logic that you use everyday to navigate both small and large tasks and problems.

Inductive reasoning is a method of reasoning in which observations are taken and considered as evidence for a plausible truth. It’s a bottom-up logic that unlike deductive reasoning doesn’t end with a certain conclusion but rather a probable conclusion.

Abductive reasoning is a form of logical inference that seeks to find the most likely conclusion from a set of observations. Like inductive reasoning this form of reasoning leads to a probable conclusion rather than a certain conclusion. Where they differ is that abductive reasoning looks for a cause and effect relationship whereas inductive reasoning seeks to form probable conclusions from general rules.

Reasoning skills

In terms of reasoning skills, children aged 10 to 12 undergo a stage between the “concrete operational stage” (where children reason only with immediately present objects) and the “formal operational stage” (where abstract reasoning detached from the sensory world becomes possible). 

It is worth reiterating that from the age of nine or 10, children improve their ability to conceptualize and create lines of reason and reasoning that still nonetheless require a direct relationship to concrete factors. A certain degree of abstraction also allows children to develop reasoning ability and grapple with disciplines like mathematics beyond arithmetic. It becomes possible for them to resolve problems involving numbers and reasoning, but which still involve immediately present objects. The ability to systematically resolve abstract problems involving several variables is rare at this stage.

From the age of 11 to 12, children gradually develop what Piaget called “formal operations.” The new capacities that come with this stage, such as working logically with if-then statements and establishing abstract relationships, are generally mastered around the age of 15 or 16. At the end of this stage, teenagers can, like adults, use formal and abstract logic, but only if they have learned the language of logic (“if,” “then,” “therefore,” etc.) and have practiced using it. Teenagers also become capable of extrapolating and generalizing on the basis of concrete situations.

Therefore, between the ages of 10 and 12, children should be stimulated intellectually and pushed to reflect on and establish lines of basic logical reasoning. In this way parents can help them gradually move beyond the everyday logic based on action and observation onto logic based on rules of deduction that are independent of the situation at hand.

Reasoning examples

Our mind develops concepts by extracting shared features from a variety of different objects. For example, young children who hear the word “tree” spoken by others every time they encounter a dry plant 1 to 2 meters tall (dry climate trees like the Sahelian tree) will automatically extract shared features in order to produce a model of the concept of a tree. 

But they have never had a formal definition of the word. If we take these children to a temperate climate for the first time, stand under a verdant 20-meter oak tree, and tell them it is a tree too, their previously established model will collapse. This immense object, very leafy and very green, with a central, vertical trunk, does not respond to their “visual concept” of a tree —based only on small, dry plants. This collapse forces the cognitive system to revise its concept of tree, defining it with more complex and increasingly abstract properties that are common to the large, green oak tree and the small, dry plant.

Patterns and Reasoning

We learn about our environment and our native language in this way, departing from concrete situations and creating an assembly of memorized links between words and sensory representations.

It would be convenient to have a formal, universal definition for a tree and to simply insert it into a child’s cognitive system. But this is impossible: on the one hand, because children have yet to master basic language and even less so logical language; and on the other, because children are not yet capable of learning by deduction.

But children can train themselves to identify and extract invariable properties of increasing complexity—creating a mental representation of the world by repeatedly calling into question and refining the concepts created by the cognitive system. Through this process and through the progressive accumulation of vocabulary, children become capable of extracting representations not only from sensory fact, but also from previously memorized representations.

One way to define thinking is the articulation of representations combined at will through language in one’s mind. When this combination of representations is structured by links of deduction (if-then statements), this thought becomes reasoning.

A field of immense possibilities opens up before teenagers, who become able to reason toward universal conclusions in unfamiliar contexts.

Near age 10, situations requiring logical deduction will be gradually encountered at school. Students will be forced to consider when and how to use basic operations to resolve concrete problems. These situations are also sometimes encountered in a family setting, if the child’s parents promote an environment favorable to reasoning and if they take the time to make sure it benefits their child.

Through encountering situations requiring deduction, in which we collect data, work through it rationally, and reach a conclusion, children will gradually manage to identify invariable properties in the data and to internalize the rules for deduction. 

This begins developing slowly but surely around the age of 11 and stabilizes toward the ages of 14 to 15. This is how children reach the formal operational stage. Reasoning no longer requires imaginable, concrete situations. It no longer requires concrete elements, and it is even freed of the need to draw on memories of previously resolved problems. A field of immense possibilities opens up before teenagers, who become able to reason toward universal conclusions in unfamiliar contexts.

But this only happens if they are spurred on by having problems to resolve. Logical ability only improves with training. Adults must therefore encourage children to resolve problems. The struggle will create multiple new neural pathways and networks in the brain. These challenges are indispensable for the development of the brain and the capacity for reasoning.

3. Universal Reasoning

As their reasoning becomes more abstract, children can begin to construct arguments of increasing complexity. they also start learning to identify errors in other people’s arguments..

The capacity for universal reasoning—using the logical rules of deduction—begins to grow around the ages of 10 to 12. This means children can start using logic in situations that are not concrete—in areas that seem ruled only by language. The development of this faculty allows children to turn a critical gaze on someone else’s remarks. At this age, reasoning can become a powerful tool, especially to combat faulty or misleading reasoning.

During this intermediary stage, between the ages of 10 and 12, it is fundamental that parents train themselves if they are to aid the development of logical competence and critical reasoning in their children. To this end, families can play logic games, escape games, enigmas, or investigative games such as Clue together, combining the task of reasoning with fun.

If the child rounds off what they have learned at school within a family environment which promotes reasoning, this places their critical faculties in good stead when it comes time to progress onto more powerful, more universal critical reasoning.

We have seen that from the ages of five to 10, argumentation is a way of nourishing the child’s critical faculties in the period prior to the development of reasoning faculties. From the age of 10, the development of logical skills and the growing body of acquired knowledge will allow the child to combine argumentation and reasoning to support the effective use of critical thinking.

It is far easier to weaken, or even disprove, an idea through critical reasoning than it is to demonstrate its validity. For example, if someone makes a sweeping statement like, “Female politicians are all less aggressive than male politicians,” one needs only to use a  counterexample to prove that this is false. 

It would be more difficult to disprove the claim that female politicians are less aggressive than male politicians, on average. We cannot prove this false by way of a counterexample, a single “aggressive” female politician. 

This kind of logical error is often made even by adults. Demonstrating that the latter proposition is true or false would require a rigorous method, reliable indicators, and statistical calculations. By undertaking this kind of logical procedure, we can teach older children to go beyond mere argumentation.

Universal Reasoning

4. puberty and adolescence, the age between 10 and 12 is particularly fraught for many children because of the physical changes brought on by puberty. it is also a transitional phase in their cognitive development. strong critical thinking skills can help stabilize this period, especially if children are able, with the help of their parents, to avoid distractions., encouraging effort in the name of deferred gratification.

Some evolutionary biologists go as far as to claim that an individual’s singular journey through life is a  mere illusion : that our entire body works solely for the benefit of our species. Even if this claim seems ludicrous, it’s worth considering in light of the power of hormones, which can deeply affect children’s personalities and behaviors.

When the reproductive system begins to function, sexual hormones induce changes and veritable upheavals on every level. The brain is deeply impacted, and several interests and character traits can change considerably. 

Puberty is itself influenced by numerous biological, psychological, cognitive, sociological, and chemical factors. We are seeing an increasingly early onset of puberty as a result of synthetic chemical substances called endocrine disruptors . 

Exposure to media outlets and the internet plays a role in this as well: sexualized content that is increasingly accessible to young people contributes to directing their central nervous and hormonal systems (consciously or not) toward competition, seduction, aggression, and sexual impulses—in short, toward the survival of the species.

The immediate pursuit of pleasure is encouraged prematurely in pre-adolescents by advertising, magazines, films, TV, and the internet. Social norms also push in this direction: sports personalities, artists, educators, and psychologists talk more about pleasure than they do about effort. Yet, we have seen that, at the age when puberty starts, reasoning and formal logic gradually start to take root through practice and intellectual effort.

Puberty vs. Critical Reasoning

There are two opposing movements at play. On the one hand, we have the development of knowledge and understanding (language, reasoning, problem solving). This takes place through school, family, sports, the arts, and certain media outlets that can aid the development of the faculties of reasoning and critical argumentation. 

On the other hand, puberty and the norms of immediate gratification and freedom for all tend to direct thoughts and behavior toward rapidly attained pleasures that require the least possible effort—far from the demands of critical thinking.

It is therefore wise to start training children as early as possible (from earliest childhood) to use their faculties of reasoning. Once this habit has taken root, not even puberty or phases of adolescent conflict can destroy these critical faculties. They become something akin to a second language.

Teenagers do not destroy their mother tongue even if they reject virtually everything associated with their family and society. They may use terms and expressions specific to their age group, but these remain rooted to the language they learned when they were younger.

The window between the ages of 10 and 12—the pivotal moment between childhood and adolescence—is an optimal time for developing and consolidating critical faculties.

Likewise attitudes, behavior, and understanding acquired prior to their adolescence may be called into question during this critical period. But they are not wholly eliminated, and they also return at the end of adolescence. This is, in fact, how our culture is passed down.

In fact, intellectual curiosity is often high as students reach the end of primary school. Psychoanalyst Melanie Klein called this thirst for learning, “the  epistemophilic instinct .” Freud spoke of the  sublimation  of impulses at this stage, that is, the diverting of energy from unconscious sexual impulses toward sporting or intellectual activities.

We should seize this moment before puberty to direct children toward intellectual pleasure and critical reasoning. Children from ages 10 to 12 have the capacity to hone their critical faculties for reasoning and argumentation. They must be exposed to a multitude of subjects and be encouraged not to accept everything they read or hear. In a majority of cases, this works well. The influence of parents and schools remains solid even as the need to affirm and distinguish oneself develops.

5. Adolescent Social Life

Children’s social lives tend to undergo dramatic changes around this age, presenting new challenges. these can put a strain on children’s emotions. parents can help by encouraging growth and new intellectual pursuits pursuits as well as helping children identify interests that will engage them., social development in adolescence.

In addition to changes in personality and behavior, puberty tends to set in motion changes to the child’s social life. It generates a massive boost of individuation in children, and thus their parents’ “fall from grace.” Children begin distancing themselves from their parents, both on a psychological level and at the level of occupations and interests.

Pre-adolescents start to define themselves by their circle of friends at school or elsewhere. New social influences gradually contribute to the decoupling of children from their parents.

In these new social encounters, as well as in intellectual challenges, children often experience error and failure along with many other social challenges of adolescence. These can be tough experiences at this age in terms of identity and emotion. On a neurophysiological level, sexual hormones increase emotional instability. On a psychological level, the conflict between the desire for emancipation, on the one hand, and inexperience and gaps in knowledge, on the other, brings failure, notably in human relationships.

Children seek to break out of the family cocoon through their ideas, tastes, actions, and activities. But their lack of experience often makes them awkward. Parents must help them to deal with their errors in practical terms and without histrionics. Parents must also encourage them to persevere without bringing their whole existence into question at the slightest mistake.

Emotional social development in adolescence

At 10 to 12 years of age, emotional management becomes challenging. Emotional management takes place in nerve centers that are still immature at this stage. And puberty, of course,  intensifies emotions  and can lead children to act out.  

By spending enjoyable downtime with their children (going fishing or playing chess, for example) parents can help them rein in the chaotic side of their emotions and restore a sense of calm while addressing the social needs of adolescence. With their emotions in check, children can access their critical faculties more serenely, drawing upon their cognitive faculties without being overwhelmed by emotions that are too strong to manage. 

At this age, critical faculties can respond to rigorous intellectual demands. The prefrontal lobe has developed considerably, allowing executive functions to analyze situations, break down problems, and plan the stages and actions required to resolve them. This executive understanding combines with a growing mastery of language—both in comprehension and production—to develop critical reasoning and enable children to deal with complex situations or ideas. 

But we must consider the growing individuality of pre-adolescents and help them find and develop their own interests so that they can invest in them and hone their critical faculties on them. Cultivating their interests and assisting them in their reasoning not only helps critical faculties mature into ingrained character traits, but also helps critical thinking mature into critical reasoning. By finding happiness in applying their reasoned point of view to areas that interest them, children will learn to practice such critical reasoning more generally.

At this age, other people’s perspectives play an increasingly important role for children. Though they may seem to be becoming more independent, often children are just coming under new influences. Friends, YouTubers, and other figures gradually replace parents.

What are some factors that influence emotional changes throughout adolescence?

We must consider the growing individuality of pre-adolescents and help them find and develop their own interests so that they can invest in them and hone their critical faculties on them. Cultivating their interests and assisting them in their reasoning not only helps critical faculties mature into ingrained character traits, but also helps critical thinking mature into critical reasoning. By finding happiness in applying their reasoned point of view to areas that interest them, children will learn to practice such critical reasoning more generally.

At this age, other people’s perspectives play an increasingly important role for children.  Though they may seem to be becoming more independent, often children are just coming under new influences. Friends, YouTubers, and other figures gradually replace parents as their social development deepens..

Parents should alternate between playing the role of educators and protectors and that of supportive “friends” who help their children become individuals.

It is essential to reinforce positive sentiments toward children and to spend quality time that is not “educational” with them. This maintains a healthy bond and parents’ influence despite normal and necessary individuation. Quality time such as this will contribute greatly to maintaining high levels of self-esteem. Children also won’t feel as if they are simply education receptacles. By participating in, rather than resisting, individuation parents can better protect their children from harmful influences of undesirable friends or the internet.

Self-Esteem

For children aged 10 to 12, social aspects of adolescence and the development of self-esteem are intrinsically tied. This requires striking a balance between educational time and time for fun, where the hierarchy of teaching is put on hold. In such moments, children feel that they’re being treated as people and can more easily accept the advice and authority of parents and educators in the face of other influences, which may turn out to be harmful or dangerous.

Parents should alternate between playing the role of educators and protectors and that of supportive “friends” who help their children become individuals. If this balance is struck successfully, children’s self-esteem becomes firmly rooted. Their critical faculties can, furthermore, be used to reject harmful influences.

But from this point onward, an opposing force to critical thinking is a part of many children’s lives: the digital universe.

6. Media and Children

At this challenging age, digital distractions can easily become a way for children to avoid painful emotions. parental control software and other limits can help control how media influences child development. but it’s more important that parents help their children work through these emotions. parents should also spend time discussing the harms of excessive screen time with their children..

For 10 to 12 year olds, the digital universe is principally centered on two domains: gaming and using the internet to watch videos or simply browse.

We have seen how puberty exacerbates emotions, which makes it more difficult to manage them. The primary challenge is to resist the temptations of instant gratification and of giving in to one’s impulses. Controlling and distancing oneself from one’s own emotions is indispensable to critical thinking and reasoning at any age.

Impact of media on children

You may be wondering what are the negative effects of media. The digital universe has an adverse effect primarily on emotional control. 

Firstly, gaming, like web browsing, transports us into the realm of imagination and magic, akin to that of our earliest childhood. For example, we can have many lives after having been “killed,” we can teleport wherever we like, and we can rapidly obtain answers to numerous questions. This begs the question of what effect this has on the immediate gratification of our impulses. Yet, this seemingly infinite power does not reward the effort and distancing necessary for the development of critical thinking and reasoning.

Moreover, we have seen that children’s distancing themselves from their parents is complicated, notably because their identities are still works in progress. Online, children witness the emergence of a new cohort of idols from YouTube and elsewhere. They also encounter multiple characters while gaming; they can even begin to identify with these characters. 

In this way, grappling with frustrations linked to puberty (foiled freedoms and impulses) and with an identity still “under construction,” children can escape their negative emotions through gaming: at the push of a button they can enter a separate world. Alternatively, they can assume an online life through videos posted by other children.

By fleeing their emotions through digital distractions, children deprive themselves of an opportunity to reflect on and overcome their emotions and impulses.

Parental control software theoretically provides a means of blocking violence and pornography, but it can do nothing to block the sea of stupidity and false information that circulates over the web. Furthermore, children can access violent video games from friends.  Aside from parental control software, several media planning tools such as the AAP public education site, HealthyChildren.org and the AAP Internet safety site can provide additional guidance on helping children navigate the digital landscape safely as well as help you form a family media plan.

How media influences children's behaviour

By fleeing their emotions through digital distractions, children deprive themselves of an opportunity to reflect on and overcome their emotions and impulses. In other words, they don’t learn to manage their emotions and to put them in context through metacognition. This would help them override their emotions through reasoning and help them take a more objective, critical perspective on themselves and others.

Negative emotions linked to frustration and identity are normal during this period. These negative emotions, and the child’s processing of them, are what pushes the mind to reconfigure itself, managing suffering by interpreting and grappling with the challenges of growing up.

The effects of media on children are numerous.  Too much time spent playing video games or on the internet stunts the development of emotional management capacities and, by extension, of critical thinking. In addition to their addictive side effects, video games and the internet can bring about neuropsychological effects not unlike the effects of drug use .

7. Video Game Addiction

Video games are more widespread and accessible than ever. addiction and overexposure are genuine problems that can stunt children’s cognitive development. parents should be clear about these problems with their children and take steps to address them early on., causes of video game addiction.

Video games are more accessible and inexpensive than ever. Phones, tablets, and computers can all be used for playing video games. And the days when video games could only be played on pricey consoles are long gone. Accordingly, the video-game business model is evolving.

Today, many children aged 10 to 12 own a phone, a tablet, and/or a console. And, of course, today these technologies can all be easily and systematically connected via the internet. The “freemium” subscription model entices many children to nag their parents to purchase such-and-such virtual accessory. A  game that was initially free can end up costing a lot of money.

We know that this intermediary period between childhood and adolescence is a sensitive time. Many children, especially boys, are drawn in by games in which power and violence predominate. These video games respond simultaneously to impulses aroused by puberty and to the need to escape the unpleasant realities of daily life (e.g., school). Such games are more and more commonly designed to be addictive. Today, children’s addiction to video games is an affliction recognized by both psychiatrists and psychologists. Of course, not every child who plays these games reaches this point, but addiction must be recognized as a danger.

When asking how to stop video game addiction it’s important to understand the underlying mechanisms at play. Our brains are genetically programmed to seek pleasure and satisfy our impulses. It is only education that can lead children to control and defer their impulses. The pleasure of playing a video game and being forced to stop sets off a sensation of withdrawal from the so-called neurological reward circuit. This is the same addictive mechanism at work with drugs, cigarettes, and alcohol.

The part of the brain which allows us to defer pleasure and control our emotions and impulses is located in the prefrontal lobe. If children regularly cave in the face of immediate gratification, they do not have the mental energy to self-regulate. From the age of 10 to 12, the prefrontal lobe, whose function is to inhibit, is far from being fully developed (which happens after the age of 20). What’s more, the less children try to stop themselves playing, the less they reinforce their inhibitive neural networks, and the more difficult this task becomes.

Anyone who becomes a video game addict, be they a child or adult, begins losing interest in other activities.

Effects of video game addiction.

What relationship can we establish between this phenomenon and the development of critical thinking and reasoning? Addiction to any substance or activity adversely affects our self-image. Anyone who finds themselves addicted, be they children or adults, begins losing interest in other activities. They don’t feel that intellectual, cultural, or sporting activities have anything to offer. The only things that are important are immediate gratification and that which invokes it. This no longer leaves any room for critical thinking and reasoning and can even cause regression.

Addicted children will rationalize their lack of motivation by stating that everything else is uninteresting and that they play the game out of free will—because it’s the only interesting thing out there. This absence of critical thinking about oneself will forestall the possibility of shaking the addiction and even leads to video game withdrawal.

Overexposure to video games can therefore be disastrous for pre-adolescents and teenagers in terms of the development of their critical faculties. It can affect children’s future for good. It can deprive children from experience in sublimating their impulses and in taking joy in learning.

How to stop video game addiction

Wait as long as possible before introducing children to video games, other than those which are cognitively or intellectually stimulating. 

Guide children in the direction of games that do not play into impulses linked to domination, violence, or seduction, but that instead stimulate curiosity and reflection. You can find some good examples here .

If children have already taken a liking to an addictive game, it will be necessary to limit their access to it and to make it conditional on participating in other activities that facilitate critical thinking and reasoning.

Parents should also converse with an addicted child to try to get them to recognize that games are stifling his or her interest in other things.

It is critical to pay attention to all of these considerations and keep an eye out for any signs of game addiction for children around the age of 10. Once puberty hits, it will be a lot more difficult to call into question addictive behavior and simple, instant gratification.

Video-Game Addiction

8. children and the internet, like video games, the internet can pose serious problems for children’s cognitive development. online advertising, inappropriate content, and bad information can all hamper children’s critical faculties., parents should impose limits, keep an eye on their children’s activity and habits, and spend time browsing the internet with their children and practicing good habits..

The Internet can be an extraordinary tool for developing children’s critical faculties, but, if it’s used without care or reflection, it can quickly become toxic.

Everything that has been said about video games also applies to various parts of the internet.

Studies have shown that a significant percentage of children  have already watched pornographic videos . Just as in the case of video games, these videos can become addictive and have the same effects on critical thinking and reasoning. Moreover, unlimited viewing of pornography from the age of 10 to 12 disturbs children when they are at an important developmental stage.

Also troubling can be the personal channels run by video content creators. Certain channels have millions of followers  who are often very young children . Some of this content is, well, drivel, and some inspires violent, provocative, and/or disrespectful behavior.

The Internet is, for this younger generation, the place where the “truth”—the world beyond their limited experience—emerges. Earlier generations had the same relationship to what they saw on television. But the internet has an almost boundless capacity for broadcasting, targeting, and updating.

We must help children learn to evaluate information online by reading and browsing attentively and checking facts.

Internet safety for children.

“ Fake news ” arises from the convergence of this power, the ill intentions of certain agents, and a lack of critical acumen in consumers analyzing information. This is a growing problem. We must help children learn to evaluate information online through attentive reading and fact-checking.

Texts, videos, and photos are always uploaded for a particular reason. We must first teach children, as soon as they start using the internet, that online content on is not necessarily true. This must be repeated tirelessly.

Sources must be viewed as having varying degrees of credibility (something that bears repeating to adults as well). Wikipedia should not be equated with reputable educational institutions like Harvard or Oxford. We should also teach students which sites are reliable for each area of knowledge, whether it be IT, science, or culture.

How should parents monitor their children's internet use

Parental supervision on the internet is essential. Parents should keep quantitative and qualitative surveillance over children’s Internet browsing. For this, parental control software is required. But this is becoming more and more difficult, notably because of mobile phones, which can access the internet in its entirety. It is therefore necessary to spend time browsing with children, to set a good example of healthy browsing habits. Stupid, derisive, pornographic, and violent websites and videos must be forbidden.

Internet risks for children are numerous. That said, we must not lose sight of the fact that the internet also provides a magnificent opportunity to develop children’s critical faculties. If children are guided well by their teachers and parents, they will find many activities to nourish their curiosity, increase their general knowledge, laugh, and encounter artistic (or other) expressions of emotions. They can also be entertained by videos on the art of rhetoric and logic, which are not taught in elementary or primary school.

Excellent content and methodology for developing critical and reasoning faculties can be found on the internet. It is all a question of adults guiding children. The adults themselves must call into question their own use of the internet and their own application of their critical faculties. We can only teach what we know. Here are a few examples of reliable educational content online:

PBS | Encyclopedia Britannica | Library of Congress | Digital Public Library of America | Khan Academy | TedEd

Searching the Web

Browsing and marketing.

Whereas younger children are typically only capable of refining their everyday reasoning, which is bound to a particular concrete situation, adolescents are increasingly able to use abstract reasoning and formal logic in arguments. They can formulate and evaluate deductive arguments. 

At this stage, therefore, parents should begin to push their children to formulate arguments in more coherent logical terms. They should point out mistakes in logical deduction, logical leaps, or the use of unwarranted generalizations, and they should challenge their children to use more abstract reasoning in evaluating the claims that others make.

Consider the following anecdote:

Lionel, 11 years old, says to Pamela: “Motorcyclists are all reckless drivers. My father doesn’t have a motorcycle. So he’s not a reckless driver.”

From the age of 10, more and more children, when tasked with a puzzle requiring the use of logic, can respond like Helen does: “Just because your father doesn’t have a motorcycle doesn’t mean he’s not a reckless driver.”

It is unlikely that a 10 year old would come up with such a response but it becomes increasingly likely as they approach the age of 15. 

Yet, some adults can make claims like Lionel’s over the entire course of their lives, fostering a culture of illogical thought within their respective families. This will contribute to difficulties with mathematics, which will appear as soon as higher reasoning beyond arithmetic is required.

At this age, it is possible for children to begin to grasp logical concepts and logical entailment more precisely. Their development in this regard can be helped by prompting from parents and teachers. Ask them, for example, to explain exactly why Lionel’s argument doesn’t work. Are the facts on which he bases his argument true? Does his conclusion follow from them? How could he change the argument to make it coherent? 

During early adolescence, puberty inevitably threatens to interfere with schoolwork, attention, and cognitive development more generally. It is crucial for parents not to make their children feel ashamed about these changes or blameworthy for them. Instead, parents should be sure to reinforce the fact that these changes and the challenges they produce are universal and positive. 

At the same time, they should help their child prevent the challenges of puberty from interfering with developmental goals. In the anecdote below, two different approaches to addressing a problem puberty presents to cognitive development are offered.

Sarah and Paul are in sixth grade. This morning, they are seated next to each other in science class. The teacher is lecturing on the diversity of living beings and their classifications.

Sarah and Paul share a passion for animals and would normally both be interested in the teacher’s lecture. Yet, since the beginning of term, they have fostered a romantic interest in each other, passing notes of affection written in their diaries, not following anything taught in the class, and certainly not taking any notes on the coursework.

The teacher eventually picks up on their behavior, confiscates the notes, and contacts the two children’s parents.

Sarah’s father, who is very angry after speaking with the teacher, summons Sarah for “a discussion.”

He forbids her from sitting next to Paul in class. “You’re too young for this,” he tells her, alluding to the love notes exchanged between the two kids. Furthermore, he declares, from now on, every night he will check to see if Sarah has taken notes in all of her classes that day. “And if this keeps up, I’ll contact Paul’s parents and find out exactly what is going on,” he concludes.

Sarah goes to her room, sobbing and feeling ashamed.

Paul’s father waits until bedtime. As he goes to wish his son goodnight, he tells him that he received a phone call from the science teacher. “He’s worried about your studies, you know. He doesn’t want you to give up on science.” 

Paul’s father then talks to him about Sarah. “Being in love is a beautiful thing, and I’m happy for you. It’s the best thing that can happen to you. But you need to be careful. It’s such a strong emotion that it can sweep away everything in its path! If you and Sarah neglect your school work, you will have to catch up on your classes from your friends, and it’s not easy to understand someone else’s notes, because everyone has their own way of doing it. 

“Plus, if you don’t listen in class, a great deal of information slips by you; and then you’ll be in trouble for your exams. The risk is that you or Sarah, or both of you, will get bad grades. That’s not what you want, is it? Neither for you nor for Sarah? Promise me that you’ll talk to her. You will have other moments to talk to each other. She can come here one afternoon, if her parents are okay with that, or she can come to the movies or the swimming pool with us some time.”

In this situation, we can figure out two distinct reactions from the parents:

Sarah’s father tries to overcome the problem by imposing a ban on his daughter. He is denying the beginning of puberty and the impulses that arise from it, construing her behavior as inappropriate. In doing so, he is not ridding her of these impulses, but rather simply inciting her to hide them and even to be ashamed of them.

Paul’s father explains to his son that he understands the situation and that he accepts it . He even says that, in certain respects, it is a very positive situation. He recognizes and acknowledges the beginnings of puberty and the impulses it arouses in his son. For all that, he doesn’t deny the difficulties it produces and tries to make his son understand the risks for both children, how the situation could work against them and eventually cause them a lot of harm. To this end, he proposes several options, including inviting Sarah around outside of school hours. He wagers that his son’s capacities for reason will allow him to overcome the situation, and he assures Paul of his support.

Along with the internet, video games present adolescents with new temptations and new potential obstacles to cognitive development. At its worst, video-game addiction can lead adolescents to replace the real world with a fantasy world. They can come to identify too strongly with fictional characters. Real life can begin to seem dull by comparison with the fast-paced thrills of the game. The consequences for adolescents’ patience, emotional stability, and concentration can be dire.

Twelve-year-old William clutches his gaming console. Playing in his darkened room he prepares to attack a pack of seemingly peaceful wild boars. It’s his first mission of the day. He shoots; the wild boars become enraged and, grunting, surround him, charge, and trample William underfoot. In spite of the assault rifle that he just bought for 50 cents, William is no match for the onslaught. 

On screen, William’s avatar lies dead on the ground. A message appears on the screen, suggesting that he dissociate his soul from its current body and find a new one to inhabit. William accepts. Now William only has an hour to find another body for his avatar, and the countdown has already begun. If he fails, he will lose his streak and the weapons and features purchased using his parents’ credit card. He makes the most of his new status as a phantom, flying over lakes and volcanoes until he reaches the Isle of Sirens… 

A light knocking at his bedroom door diverts his attention. William’s father has come to tell him that it’s lunchtime. But William can’t come down to eat; otherwise he will die. His father insists and his voice goes up a few notches. William flies into a blind rage.

In the wake of this incident, how might William’s parents bring up the issue of video game addiction with him? Here is one suggestion:

“William, this video game has started to take on a problematic role in your life. We are concerned about yesterday, when you didn’t even want to come have lunch with us.”

“It just wasn’t the right time. If I had come down to lunch, I would have died. And I would have lost everything.”

“You wouldn’t have died. OK, maybe your avatar would have died. The real you—William—needs regular, healthy meals. The real you also needs light, fresh air, and exercise. Not to mention a little time with family—and friends. When you spend so much time locked up in your room taking care of your avatar’s needs, you start forgetting about your own!

“How long has it been since you last played ping-pong or volleyball at the park? You used to love that. We want you to realize that the health and strength of your avatar are working at odds with your own health. But he is virtual and you are not. You identify strongly with him, and we sometimes get the impression that you are living his life instead of your own. 

“You love playing your game and we don’t want to stop you from doing so, but we do want to lay down some ground rules, so that you can strike a balance between time spent on your game and time spent doing group activities and playing sports.”

In this situation, William’s parents are trying to make him understand the dynamics of his relationship to the video game. To this end, they explain to him that in order to succeed in the game, he would have to spend all his free time on it (and spend money on accessories); this is exactly the outcome the game’s creators want. 

Consequently, players who wish to succeed in the game must cut themselves off from everything and play for hours on end, which leads to a decline in both their health and their social lives. In a nutshell, the stronger William’s avatar becomes, the weaker William himself becomes. His parents therefore do not suggest banning the video game, but rather spell out for him what they feel is necessary to strike a balance regarding his health and developmental needs.

Searching the Web​

Although the internet puts a wealth of information and media at our fingertips, it is a challenge to filter out the distracting or outright malicious content from what is of value. As adolescents begin to use the internet more independently to complete their homework and pursue their interests, they need guidance and instruction in how to use the internet productively to expand their knowledge and horizons, and in how to avoid distractions and potentially harmful material.

Parents, along with teachers and other adults, can help by accompanying their children when they conduct searches for information online and discussing how to find genuine and useful content. Consider the following anecdote:

Jonathan is very interested in sharks. He owns shark-themed books, games, and even figurines. One rainy Sunday afternoon, he asks his mother if he can watch videos of sharks on the family laptop.

His mother is wary, and she suggests that they browse together.

“So, what are you putting into the search engine?” she asks.

“‘Shark video,’ right?” responds Jonathan.

“OK, try that.”

Here are some of the suggestions on the first page of results from the search engine.

“You see, Jonathan, most of these are violent videos that a child your age shouldn’t be watching. They’re not appropriate for adults either! We don’t even know if these videos are for real. We just can’t tell. And when in doubt, it’s better not to watch them.” 

“You mean that I can’t watch the videos?”

“Not these ones, that’s for sure. They’ll give you nightmares. Let’s go to the National Geographic website. Should we try that? National Geographic is a magazine that’s been around for over 100 years and specializes in great photography of nature, animals, countries, and things like that. The videos on their site are really interesting and beautiful. We won’t find any nonsense there. Here, look…”

“Whoa, OK, that looks good!”

Jonathan’s mother ensures that he understands that anything can be found on the internet, making him especially aware of the lowest-quality content. She shows him how to do a thoughtful, critical search on the internet, ensuring that he only gets verified content. Jonathan now understands that to find a result that corresponds accurately to his demand, it is necessary to consider the best route to take, and that the quickest, most direct route is not necessarily the best.

With the rise of online shopping, online advertising, and other digital marketing techniques, children and adults alike face a new set of obstacles to their concentration and calm. 

While many adults have already developed the habits of mind and attention management techniques to cope with these challenges, children and adolescents are often more vulnerable to them. If children succumb routinely to them, these attempts to control users’ attention can have long-standing negative impacts on cognitive development.  

It is therefore vital that parents set clear ground rules for their children’s use of digital devices and that parents talk to their children about how to avoid getting involuntarily sucked in by marketing ploys. Consider this anecdote:

Iris asks her father for permission to use the family’s digital tablet. She has a passion for horses and wants to watch videos of Arabian thoroughbreds, her favorite breed. After getting permission from her father, she seizes the tablet and types “Arabian thoroughbred” into the search engine.

She starts browsing, looks at some photos, watches some videos, and then cries out: “Dad! Come look. There’s a great book about Arabian thoroughbreds. Can we order it? Please!” 

“Iris, we’ve spoken about this before. Don’t get sucked in. When you search for something on the internet, the search engine uses the keywords you entered and proposes links to you. But it will also try to sell you things related to those words. The company selling that book on Arabian horses pays the search engine to show you their ad. They are working together to try to sell you this book. But you didn’t start by entering, ‘books for sale about Arabian horses,’ did you? You just wanted to see some videos of them.”

“Oh… that’s true. I get it now. It’s true that I wasn’t thinking about books at all when I started searching…”

Iris’s father has ensured that she understands what a “created demand” is and how personalized marketing works on the basis of data provided by search engine users. While her initial desire was simply to obtain information, the search engine suggested Iris make a purchase. 

• A psychological condition
• A tendency to overthink things
• A prejudice
• A recurring error in processing information
• Children may not develop strong emotional management skills.
• All of the above
• Children may lose interest in schoolwork and other activities.
• Children may have trouble concentrating and managing impulses.
• Children may let relationships with parents and friends suffer.
• When children learn how to pour concrete.
• When children beginning learning to think conceptually about concrete situations.
• When children’s motor skills become as advanced as adults.
• When children learn how to behave themselves with company.
• Emphasize that what they’re going through is healthy and positive.
• Closely monitor what they do and who they hang out with.
• Work on honing critical reasoning and argumentative skills.
• Encourage them to identify and pursue new intellectual or cultural interests.
• Help them structure their social lives so they don’t interfere with their studies.
• By reading about different objects and experiences.
• By memorizing formal definitions.
• By identifying and extracting shared features from the experience of a variety of different objects.
• By applying the knowledge of logic and high-level mathematics to everyday experience.
• Ban internet use at home.
• Use parental control software and impose screen-time restrictions.
• Always monitor children in person when they’re using any device.
• Emphasize that not all content online is true.
• Conduct web searches together with children and practice identifying good and bad content sources.
• Start children on a course of college-level symbolic logic.
• Reason through logical games and puzzles, and ask them to explain their reasoning.
• Nothing. Skill in logical reasoning is innate. Children either have it or they don’t.
• Read to them every night.

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Critical thinking definition

Critical thinking, as described by Oxford Languages, is the objective analysis and evaluation of an issue in order to form a judgement.

Active and skillful approach, evaluation, assessment, synthesis, and/or evaluation of information obtained from, or made by, observation, knowledge, reflection, acumen or conversation, as a guide to belief and action, requires the critical thinking process, which is why it's often used in education and academics.

Some even may view it as a backbone of modern thought.

However, it's a skill, and skills must be trained and encouraged to be used at its full potential.

People turn up to various approaches in improving their critical thinking, like:

• Developing technical and problem-solving skills
• Engaging in more active listening
• Actively questioning their assumptions and beliefs
• Seeking out more diversity of thought
• Opening up their curiosity in an intellectual way etc.

Is critical thinking useful in writing?

Critical thinking can help in planning your paper and making it more concise, but it's not obvious at first. We carefully pinpointed some the questions you should ask yourself when boosting critical thinking in writing:

• What information should be included?
• Which information resources should the author look to?
• What degree of technical knowledge should the report assume its audience has?
• What is the most effective way to show information?
• How should the report be organized?
• How should it be designed?
• What tone and level of language difficulty should the document have?

Usage of critical thinking comes down not only to the outline of your paper, it also begs the question: How can we use critical thinking solving problems in our writing's topic?

Let's say, you have a Powerpoint on how critical thinking can reduce poverty in the United States. You'll primarily have to define critical thinking for the viewers, as well as use a lot of critical thinking questions and synonyms to get them to be familiar with your methods and start the thinking process behind it.

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