Preschool Teachers’ Knowledge and the Integration of Higher-Order Thinking Skills (HOTs) in Classroom Pedagogy

Abstract

The incorporation of Higher-Order Thinking Skills (HOTs) in early childhood education is gradually given emphasis in present-day curricula. The study aims to explore preschool teachers’ knowledge in using Higher-Order Thinking Skills (HOTs) in classroom pedagogy. Preschool teachers’ knowledge in implementing Higher-Order Thinking Skills (HOTs) in classroom is a prerequisite for their competency, and this may be attained through the utilisation of varied teaching techniques or strategies acquired throughout teacher education. The study employs a qualitative research approach using document analysis of academic sources such as journal articles and other related documents of early childhood education on Higher-Order Thinking Skills (HOTs). Findings reveal that preschool teachers’ theoretical comprehension of Higher-Order Thinking Skills (HOTs), beliefs, teaching techniques, and curriculum expectations strongly shape their teaching and learning decisions. Past studies gradually highlight that inadequate knowledge in implementing Higher-Order Thinking Skills (HOTs), teaching techniques and pedagogical knowledge contribute to low-level questioning, lack of cognitive challenge, and teacher-centred activities. On the contrary, preschool teachers with balanced content knowledge and theoretical understanding are more likely to produce inquiry-based activities that contribute to promote problem-solving. This review shows that preschool teachers’ knowledge and exposure on pedagogical techniques are critical factors of Higher-Order Thinking Skills (HOTs) and propose that more enhanced and targeted continues professional development is needed to support preschool teachers’ conceptual knowledge and pedagogical aspects for their instructional practices.