The Reality of Classroom Teaching Practices and their Relationship to the Development of Critical Thinking in Kindergarten

Abstract

The current study seeks to establish how teachers in the Jubail Governorate of Saudi Arabia promote critical thinking in their kindergarten students using specific classroom teaching tactics. This applies especially to the ongoing investigation. Although preschool is the developmental stage during which a child's personality emerges, little study has been conducted on the development of critical thinking skills in this age range. Current research seeks to address this issue. The study sample consisted of 78 educators from Jubail Kindergarten in Saudi Arabia, accounting for 85% of the original community. The study's descriptive technique was appropriate for reaching its objectives. The researchers employed a questionnaire to assess teaching approaches that encourage pupils to think critically .To accomplish these broadcasting goals, this study used an associated descriptive technique.