Preschool Teachers’ Pedagogical skills and Challenges on the integration of Higher-Order Thinking Skills in Classroom Practice

Abstract

The development and integration of Higher-Order Thinking Skills (HOTs) in early child childhood education solely do not rely on curriculum demands but also on teachers’ pedagogical capability and competence. Development and integration of Higher-Order Thinking Skills (HOTs) in early child childhood education by the preschool teachers are not without any challenges as teachers must equipped with sound knowledge. This article explores preschool teachers’ pedagogical competence and challenges faced when embedding HOTs into instructional process. Pedagogical techniques include preschool teachers’ ability to employ scaffolding strategies, questioning techniques, classroom interaction patterns and questioning techniques to ensure whether learning experiences encourage analysis, evaluation, and creativity. To implement effective pedagogical techniques, preschool teachers faced numerous challenges. 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), pedagogical capability, competence, and challenges faced by the preschool teachers. Findings showed that preschool teachers with sturdy pedagogical techniques incline to use more problem-based activities, open-ended questioning, and collaborative learning to motivate children’s reasoning. In contrast, inadequate pedagogical capability frequently results in challenges in terms of procedural teaching, memorisation, and constraining cognitive growth. The findings implicate that consolidating pedagogical skills through professional training and reflective practice is important for cultivating Higher-Order Thinking Skills in preschool classrooms.