This document discusses developing critical and creative thinking skills in children. It notes that children are naturally curious and like to hypothesize, experiment, and feed their curiosity through play. However, some barriers can inhibit the development of these skills, such as not exposing children to challenging activities that encourage questioning, making children too comfortable with simple answers, and allowing beliefs to remain fixed without filtering. The document advocates engaging children in a variety of post-reading activities involving listening, speaking, reading, writing, games, art, and more to sustain interest and enrich emergent reading development. It also discusses the connection between reading input and writing output for children.

1. Developing Critical and
Creative Thinking Skill
Nature of Critical and Creative Thinking
They are very inquisitive of many things around
them.
They usually hypothesize, experiment, and attempt
to feed their curiosity while playing.
 They are not usually satisfied with the simple
affirmative or negative response.
The significant adults surrounding these young
learners must be able to identify their quest for
information.

2. Sometimes parents and other family
members have become impatient of the
repetitive and endless inquiries of their
kids.
Children usually search, compare,
analyze, clarify, evaluate and conclude
during their play.
They always make follow-up queries
which seem infinite or negative response.

3. Barriers to Critical and Creative
Thinking
Children who are not expose challenging
activities which pose challenging questions may
not successfully develop their critical and
creative thinking.
Some children are not develop as critical and
creative thinking learners because they are
made comfortable with simple answers and are
confined to easy activities.
They stick to their own belief and are conditioned
to resist change or adopt learning style.

4. Allowing children to believe in something
that is not true simply because they want
to be true.
They are always in search for good or bad,
write or wrong which remain fixed in their
thinking that may hinder critical thinking,
once their fixed thoughts are not filtered by
literate adults.

5. Post- reading activities
- engaging activities are essential to
emergent reading because these activities
sustain the students interest and active
involvement in any reading activities.
Post reading does not automatically require
and is not strictly limited to another reading
activity. Instead, these would depend:

6. On the skills being developed in
the reading process.
On the grammar points
introduced in the reading text.
On the theme emphasized to
the kids
On the elements and plot,
especially to

7. Post-reading activity may be
elicited from listening,
speaking, reading and writing
skills, social and physical
skills, games and play, and
artworks which certainly
enrich emergent reader’s love
for reading.

8. Listening that may be used as
engaging activities listening to
songs, CD/DVD materials for
rhymes, riddles, poems,
phonemes, pronunciations,
spelling, listening to recorded
conversations, narration and
description.

9. Speaking that may be
used as extension activity
and social interaction
include circle time, group
sharing, poem reciting,
dramatizing, role-playing,
describing retelling, shared
reading.

10. Writing considered as
post-reading activity
include leisure writing
such as greeting cards,
letter wring, simple
notes.

11. Games play and
artwork are very
attractive to kids and
they are always
excited to have these
kids of activities.

12. Reading-Writing connection
- reading and writing are interrelated since reading
provides input to the child and this input is
significantly transferred to writing as the output.
Invented spelling
Writing-like activities, such as letter
strings, letter like forms
Emulating adult writing
Random letter writing

13. Thank
you!