High order thinking is the human ability to analyze, synthesize, and create information, as well as remember, understand, and apply knowledge. At a certain developmental age, people should have certain skills (see Table 1). The stages are as follows: infants (birth to 2 years), toddlers (2-5years), school-age (6-12 years), adolescents (13-18 years).
Table 1. High order thinking checklist.
It is clear that at different ages, people develop different high order thinking skills. It is possible to note that the development of such skills mainly starts at the stage of toddlerhood though infants also learn a (quite limited) set of high order skills. For instance, Charlesworth and Leali (2012) note that children start acquiring problem-solving skills at quite an early age (18 months).
The researchers also note that these children learn how to acquire concepts, which later enables them to use symbols (first, in their drawings). Epstein (2003) adds that children need guidance and support when they acquire such skills. At the same time, parents and teachers should encourage children to make plans and reflect on their activities.
Veraksa (2011) states that toddlers start acquiring certain cultural awareness and, hence, they are able to use symbols in their games and drawings. Clearly, the use of symbols becomes more complex, common, and diverse while children grow, and adolescents use a variety of symbols in their speech (as well as in oral and written texts, drawings, and so on). Abbott and Berninger (1993) focus on students of middle school to remember and decipher codes as well as useful symbols. At this stage, children are able to use codes and symbols effectively.
Importantly, researchers emphasize the importance and benefits of the use of games for children’s development. Thus, Casby (2003) notes that children will be able to develop different high order thinking skills when playing games that are appropriate for their age. Saifer (2010) also focuses on the benefits of plays that develop high order thinking skills. Clearly, children have to be guided when playing, at least, at initial stages. Later, children will play on their own and will add their own rules to adjust the games to their needs. It is also necessary to add that games can and should be used at different stages (even in adulthood).
Reference List
Abbott, R.D., & Berninger, V.W. (1993). Structural equation modeling of relationships among developmental skills and writing skills in primary- and intermediate-grade writers. Journal of Educational Psychology, 85(3), 478-508.
Casby, M.W. (2003). The development of play in infants, toddlers, and young children. Communication Disorders Quarterly, 24(4), 163-174.
Charlesworth, R., & Leali, S.A. (2012). Using problem solving to assess young children’s mathematics knowledge. Early Childhood Education Journal, 39, 373-382.
Epstein, A.S. (2003). How planning and reflection develop young children’s thinking skills. Young Children on the Web, 1-8.
Saifer, S. (2010). Higher order play and its role in development and education. Psychological Science and Education, 3, 38-50.
Veraksa, N.E. (2011). Development of cognitive capacities in preschool age. International Journal of Early Years Education, 19(1), 79-87.