Preschoolers in a multiliteracies folk-tale program showed increased critical-thinking behaviors in qualitative journal data¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2020 · checked against its sources 2026-10-18 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Through qualitative analysis of researcher journals, children in the program appeared to acquire ways of dealing with familiar issues and to identify gaps in problematic situations, generating critical thinking skills. → Papadopoulos 2020

Evidence¶

Papadopoulos 2020¶

Papadopoulos, I., & Bisiri, E. (2020). Fostering Critical Thinking Skills in Preschool Education: Designing, Implementing and Assessing a Multiliteracies-Oriented Program Based on Intercultural Tales. Multilingual Academic Journal of Education and Social Sciences, 8(1), 87–105. https://doi.org/10.46886/MAJESS/v8-i1/7263

q2 · i? · design · r2

Qualitative analysis of teacher/researcher journals kept in every session of the seven-month program with 25 Greek preschoolers. The researchers report children seemed to be "acquiring an understanding of the ways to be used for dealing with familiar issues" and trying to identify gaps in problematic situations.

"The children appeared to be trying to identify gaps in “problemat ic” situations and generate their skills of critical thinking."

Discussion¶

Learner Variables¶

• Critical Thinking — outcome: instruction changes it

Related Claims¶

• Folk-tales were used in every session, with photos (78%), videos (74%), songs (67%), classical tales (70%) and crafts (55%) as multimodal materials — related
• Children exhibited creative and communicative ways of thinking and working in collaborative tasks — related
• Portfolio analysis revealed children were critically and creatively engaged in the learning procedures — related
• Conversation/discussion (62%) and brainstorming (61%) were the most frequent teaching techniques in the program — related