Abstract

Parents' daily practices in pupils' learning are a prominent contribution to promoting critical thinking skills among pupils worldwide. This study explored parents' practices in promoting critical thinking skills among pupils in pre-primary. The study employed a qualitative research approach with a phenomenography research design. Data were collected from 25 informants through in-depth interviews method and analyzed using thematic analysis. The findings revealed that parents' practices contribute to promoting critical thinking skills among pre-primary pupils. It was revealed further that parents promote critical thinking skills in various ways including social activities and the creation of home learning environments. The study recommends that the district educational authorities should empower parents and strengthen their involvement in the promotion of critical thinking skills among pre-primary school pupils through parent-school partnerships.

Keywords

References

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