NFER researcher Kate Ridley reviewed the literature on thinking skills in children aged three to seven and found that classroom-based approaches, with their emphasis on dialogue, 'seem to match in well with what the psychological literature says children are capable of'.
The NFER research, which looked at post-2000 publications, highlighted the key role played by dialogue, questioning, stories and play in enhancing children's ability to think.
But Ms Ridley said the research had also 'shown up some gaps in our awareness of the best way to develop thinking skills in young children', chiefly the use of questioning. She added, 'In particular, we'd like to see future work providing information on how dialogue and questioning can encourage thinking skill development.'
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