Abstract
The educational curriculum seeks to develop the different types of thinking among students of both genders. The current research aims to finding out the inclusion of critical thinking skills' extent in the teacher's parameter guide questions and activities of the self-learning in Riyadh Kindergartens and educational units. This research adopts the descriptive analytical curriculum; through educational units' lessons analysis, in terms of self-learning, duplications measurement and percentages of employing the critical thinking skills. The foregoing duplicates showed that the self-learning curriculum units do support the induction skills in relevant units (national, food, housing), observation skill (family, book, clothes), while it does not support credibility and conclusion skills, further the assumption skill scored weak rate in all units.
Highlights
Mental maturity helps children to build and increase their understanding of things and incidents
Research Objective This research aims to identify inclusion extent of critical thinking skills in the self-learning curriculum questions directed to children kindergartens, (2005)
We may define conclusion to be skill or mental ability through which we employ our knowledge and information to reach at absent or unclear result. It is defined by the mental ability via which the learner uses all his expertise and available information to display result accuracy or otherwise, or explaining unforeseen side, based on in its engagement to offered information ( Obaid&Afanah 2003) 5) Explanation – inference skill: Ability to extract new information based on knowledge or presented information
Summary
Mental maturity helps children to build and increase their understanding of things and incidents. This research defines the critical thinking by logical thinking It consists of a group of skills that help the individual to consider accuracy and objectivity in identifying and observing the problem explaining its results and reaching the best solution. 2010) stressed the necessity that teachers in childhood stages shall help the children on logical scientific thinking, identifying reasons, using various open questions, offering feedback and building cognitive growth in educational and interactive environment. Critical Thinking This research defines the critical thinking, in procedural manner, to be logical thinking consisting of group of skills that help the individual, to seek accuracy and objectivety, while specifying the problem, observing, explaining its outcomes and lastly reaching to the best solutions thereof. Research Objective This research aims to identify inclusion extent of critical thinking skills in the self-learning curriculum questions directed to children kindergartens, (2005)
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