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Developing Critical Thinking Skills ...

Lynch-Willis, Philippa Germaine.

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Developing Critical Thinking Skills through Multicultural Literature in Kindergarten: A Qualitative Case Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Developing Critical Thinking Skills through Multicultural Literature in Kindergarten: A Qualitative Case Study./
Author:	Lynch-Willis, Philippa Germaine.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	111 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-08, Section: B.
Contained By:	Dissertations Abstracts International81-08B.
Subject:	Early childhood education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27672332
ISBN:	9781392653418

Developing Critical Thinking Skills through Multicultural Literature in Kindergarten: A Qualitative Case Study.
Lynch-Willis, Philippa Germaine.

Developing Critical Thinking Skills through Multicultural Literature in Kindergarten: A Qualitative Case Study. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 111 p.

Source: Dissertations Abstracts International, Volume: 81-08, Section: B.

Thesis (Ed.D.)--Northcentral University, 2019.

This item must not be sold to any third party vendors.

This study focused on the use of multicultural literature to increase kindergarten children's critical thinking skills. The problem examined in this qualitative study was that kindergarten students' critical thinking skills are not fully developed in part because teachers are not prepared to effectively develop students' critical thinking skills through multicultural literature. In many cases teachers are not incorporating multicultural literature in the curriculum. The purpose of this qualitative case study was to gain understanding of teachers' and administrators' perspectives on the use of multicultural literature as a tool to develop kindergarten students' critical thinking skills. Five teachers and two administrators participated in semi-structured interviews that focused on using multicultural literature as a tool to develop kindergarten students' critical thinking skills. The results of the study revealed that the teachers have an understanding of critical thinking skills and that multicultural literature can be one of the tools to develop kindergarten students' critical thinking skills. However, with limited supply of multicultural materials and teachers in introducing multicultural materials, this study highlighted the participants' perspectives that kindergarten students' critical thinking skills were not fully developed. Recommendations for practices are that multicultural literature should be relevant to current situations, multicultural literature should be a part of the curriculum, and teachers should be given the necessary training on how to prepare multicultural lesson plans that cater to the needs of all students. It is recommended that future research should incorporate more teachers from various schools, as well as student involvement in the study.

ISBN: 9781392653418Subjects--Topical Terms:

518817
Early childhood education.
Subjects--Index Terms:

Critical thinking skills

Developing Critical Thinking Skills through Multicultural Literature in Kindergarten: A Qualitative Case Study.
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245 1 0 $a Developing Critical Thinking Skills through Multicultural Literature in Kindergarten: A Qualitative Case Study.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 111 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-08, Section: B.
500 $a Advisor: Vance, Joanna.
502 $a Thesis (Ed.D.)--Northcentral University, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a This study focused on the use of multicultural literature to increase kindergarten children's critical thinking skills. The problem examined in this qualitative study was that kindergarten students' critical thinking skills are not fully developed in part because teachers are not prepared to effectively develop students' critical thinking skills through multicultural literature. In many cases teachers are not incorporating multicultural literature in the curriculum. The purpose of this qualitative case study was to gain understanding of teachers' and administrators' perspectives on the use of multicultural literature as a tool to develop kindergarten students' critical thinking skills. Five teachers and two administrators participated in semi-structured interviews that focused on using multicultural literature as a tool to develop kindergarten students' critical thinking skills. The results of the study revealed that the teachers have an understanding of critical thinking skills and that multicultural literature can be one of the tools to develop kindergarten students' critical thinking skills. However, with limited supply of multicultural materials and teachers in introducing multicultural materials, this study highlighted the participants' perspectives that kindergarten students' critical thinking skills were not fully developed. Recommendations for practices are that multicultural literature should be relevant to current situations, multicultural literature should be a part of the curriculum, and teachers should be given the necessary training on how to prepare multicultural lesson plans that cater to the needs of all students. It is recommended that future research should incorporate more teachers from various schools, as well as student involvement in the study.
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650 4 $a Developmental psychology. $3 516948
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773 0 $t Dissertations Abstracts International $g 81-08B.
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