Exploring the Relationship between Critical Thinking and Shona Culture during Teaching and Learning of Young Learners 3-8 Year Olds.

Abstract

This paper seeks to explore the relationship between critical thinking in young learners and culture. The paper reports on some of the findings of a larger study. The participants were (25) teachers of the (3-8) year olds in five Zimbabwean primary schools and the learners they were teaching approximately (1000) learners. This qualitative interpretive research study was framed within the ambits of social constructivism. Data for this paper was done through video recording teachers teaching Mathematics, interviewing the teachers and observation of learners in the (3-8) year age range engaged in mathematical activities. Interpretation of data from interviews and observations was done through linking related issues or identifying similarities in the responses given by the twenty-five teachers or observed from their teaching or learner activities. Excerpts drawn from responses or observations made are presented verbatim under the different themes that emerged from the issues raised. Findings of this research study indicated that the development of critical thinking in young learners during teaching and learning is greatly influenced by their cultural backgrounds.