HRMARS - 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.
Tong et al. (Tue,) studied this question.