Children’s Critical Thinking: A Model for Its Analysis and Two Examples

Abstract

We proposed a model of “self-directed critical thinking” that comprises two different, interrelated, and equal components, one cognitive and the other motivational. The cognitive component is differentiated into three elements-task definition, strategy formulation, and monitoring the processes of thinking. These elements, in turn, help the thinker to engage in specific actions of inspecting relevant information, organizing, and using it to solve problems. The motivational component of the model stresses the thinker’s spontaneity and independence. The model also recognizes the importance in critical thinking of the child’s present store of general information. We used examples from existing protocols, as well as hypothetical ideal protocols, to illustrate the operation of the model.