THE CONTENT AND THEORETICAL-METHODOLOGICAL FOUNDATIONS OF CRITICAL THINKING COMPETENCE

This article examines the content and theoretical and methodological foundations of critical thinking competence. The views of J. Dewey, D. Halpern, R. Paul, L. Elder, R. Ennis, J. E. McPeck, M. Lipman, and D. Kuhn are analyzed. Particular attention is given to the cognitive, analytical, reflective, evaluative, metacognitive, and dialogic aspects of critical thinking, as well as its age-appropriate manifestations in preschool children. The study highlights the importance of considering children’s cognitive development, activity experience, communication, and pedagogical support in developing critical thinking competence.