Educators' perceptions of critical thinking skills in early childhood: a comparison between Turkey and Norway

Taskin-Gokce T. G., KANDIR A.

THINKING SKILLS AND CREATIVITY, cilt.60, 2026 (SSCI, Scopus) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 60
  • Basım Tarihi: 2026
  • Doi Numarası: 10.1016/j.tsc.2025.102057
  • Dergi Adı: THINKING SKILLS AND CREATIVITY
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Psycinfo
  • Gazi Üniversitesi Adresli: Evet

Özet

This study examined the perceptions of early childhood educators working in Turkey regarding children's critical thinking skills and compared them with the perceptions of educators in Norway. Participants in the qualitative study were early childhood educators affiliated with the Ministry of National Education. Data were collected through face-to-face interviews using a semi-structured interview form. The analysis process was based on predetermined criteria-program objectives, pedagogical practices, assessment approaches, and teacher training-to facilitate comparison. Subthemes developed based on these criteria were supported by participants' statements. The findings indicate that educators in Turkey tend to define critical thinking mainly from a cognitive and traditional perspective, whereas in Norway, themes such as social participation and early intervention feature more prominently. These differences between the two countries are thought to stem from their cultural and educational contexts as well as their policy priorities.