DEVELOPING CRITICAL THINKING IN PRESCHOOL CHILDREN THROUGH PLAY ACTIVITIES
Authors
Mutalova Dilnoza Abdurashidovna ()Files
Abstract
This article examines the development of critical thinking in preschool children through play activities within the context of preschool education. Critical thinking at an early age is understood not as formal logical reasoning, but as the child’s ability to observe, compare, ask questions, make simple assumptions, choose between alternatives, explain actions, and solve age-appropriate problems. Play is considered one of the most effective pedagogical tools for developing these abilities because it corresponds to the natural needs, interests, and developmental characteristics of preschool children. The article emphasizes that role-playing games, construction games, didactic games, problem-based play situations, storytelling activities, and cooperative games create favorable conditions for children to express ideas, analyze situations, negotiate with peers, and find creative solutions. Special attention is given to the role of the preschool teacher in organizing a psychologically safe, stimulating, and child-centered play environment. The study highlights that purposeful play activities support speech development, social interaction, cognitive independence, imagination, and reflective behavior. The article also discusses methodological approaches to planning play-based activities aimed at strengthening children’s curiosity, reasoning, decision-making, and problem-solving skills. The relevance of the topic is connected with the need to prepare children for successful learning at the next stages of education by developing independent, flexible, and conscious thinking from early childhood.
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