Critical Thinking Development Programs at middle childhood: A systematic review

Abstract

This study aims at recognizing the common practices to develop critical thinking at middle childhood (6-12 years), as it appears in the programs in Arabic studies between 2013 and 2024. Hence, thirty studies were selected from various databases and analyzed according to an analysis chart, and dependability and confirmability were established. Results show that little number of studies was conducted on middle childhood, and studies were absent for the first, second, and third grades. The immersion approach, along with self-learning strategies and discussion, predominated, and most of the studies were conducted in traditional environment, lasting for (15.5) lessons at average. Most researchers developed their own critical thinking (CT) tests instead of using internationally standardized tests. Results also show that most of the studies met all of their objectives, therefore the researchers pointed to many enhancing factors related to approach, processes and learners. In contrast, some researchers mentioned inhibiting factors that relate mainly to teacher and learner. Researchers’ suggestions to develop critical thinking focused on offering an integrated teaching process, developing measurements and methods to enhance critical thinking, and recognizing difficulties teachers may face in this endeavor. Many recommendations were introduced upon these results.