Tracing the Development of Argumentative Competence in Children Aged 7 to 12

Research on the development of argumentation has traditionally focused on adolescent and preadolescent populations, based on the assumption that argumentative skills begin to consolidate around the age of twelve. However, recent studies suggest that some components of argumentation may emerge earlier in childhood. To address these inconsistencies, the present study investigates how argumentative competence develops during primary education years. The study explores children’s ability to produce arguments, counterarguments, rebuttals, and supporting evidence within dialogic contexts. Semi-structured interviews were conducted with a sample of 95 Mexican primary school children in three age groups (7–8, 9–10, and 11–12 year-olds). Data were analyzed using a coding rubric to identify developmental patterns in argumentation structure and complexity. Results reveal an age-related progression in argumentative competence, with older children showing greater coordination between claims and evidence. Unexpectedly, high intragroup variability was observed, indicating that progression is not uniform across individuals. Notably, our study identifies precursor forms of counterargumentation and rebuttal in Mexican children, suggesting that these argumentative moves can be fostered through tailored support even in early school years. The findings provide insights about the developmental nature of argumentation and the importance of task framing in revealing students’ potential to engage in complex argumentative reasoning.