The Use of Questioning Strategies in the Development of Critical Thinking Skills in Children: A Qualitative Study of the Socratic Method

Abstract The present study examined the use of the Socratic method in developing children’s critical thinking skills. Accordingly, the study group consisted of fifteen 5–6 year-old kindergarteners along with their 2 teachers. The study is a case design study which is one of the qualitative research methods. A Socratic method-based education program prepared by the researchers was implemented twice a week for 10 weeks. The research data were obtained via “Demographic Information Form”, “Interview Form” and “Video Recordings”. In the analysis of the data, content analysis was performed using the NVIVO 12 Plus program. Themes, subthemes and categories were formed depending on the coding. As a result of the study, two themes were obtained. Namely, critical thinking behaviors and non-critical thinking behaviors, and categories related to these themes were generated. When the program implemented in the study was examined, the frequency of children’s critical thinking behaviors increased from the first quarter to the fourth quarter, while the frequency of children’s behaviors not directed towards critical thinking decreased from the first quarter to the fourth one. According to the results of the research, which were also supported by the teachers’ opinions, it was concluded that the education program prepared according to the Socratic method had a positive contribution to the development of critical thinking skills of 5–6 year old children. It can be said that the Socratic method can be used in early childhood education to improve children’s critical thinking abilities.