Young children are naturals at analysis and reasoning. They want to understand. They want to solve problems, experiment, and compare. And we can help them!
First, let’s look at what Analysis and Reasoning means. To analyze is to look closely or examine, and to reason means to form conclusions or inferences based on what we know or experience. Every time a preschooler asks questions, predicts, classifies, compares, or evaluates, they are practicing analysis and reasoning skills.
Children need adults to practice many of these thinking exercises at a deep level. It is not enough to ask a single prediction question. What matters most are the back-and-forth exchanges that follow an activity—the ways a teacher keeps challenging and supporting children.
We can promote higher-order thinking through analysis and reasoning in everyday tasks, not just during a science experiment. Below are just a few question "starters.” Then it’s your turn to seek inspiration from other CLASS dimensions as you consider how to respond to children to keep the thinking going.
Playing with Blocks:
On a Nature Walk:
Reading a Book:
The ability to think critically is what allows us to gain a deeper understanding of concepts. How else do you bring Analysis and Reasoning into your classroom?
Across the nation, teachers learning about CLASS are asked to narrate their actions and sportscast their children’s experiences in order to support and encourage healthy language development. Hearing this, many teachers may wonder, “Will people think I’m crazy if I start talking to myself in the classroom?”
The answer is no. Self- and parallel talk are beneficial strategies for teachers to engage in because they strengthen language rich environments and enhance vocabulary development, all while supporting effective relationship building between teachers and children.
I’m often asked how teachers can improve the quality of their interactions around Instructional Support. That’s good! What’s not “good” is that we can’t just focus on one thing. We should consider how ALL the CLASS dimensions need to be in place in order to really provide effective interactions for Instructional Support.
So, it’s June and you have just wrapped up the year with your students. They have made tremendous progress over the course of the year. The routine of the day flows naturally, the expectations about what is and isn’t appropriate behavior is fairly clear to all of them (and to you), and you leave the school year feeling confident that they are ready for the new challenges that lie ahead. You go into the summer months looking forward to a much needed break, but also looking forward to your new group of students in the fall.