STRENGTHENING EARLY CHILDHOOD EDUCATION THROUGH EFFECTIVE CLASSROOM OBSERVATION AND THE DEVELOPMENT OF HIGHER ORDER THINKING SKILLS

Abstract

Early childhood education is evolving toward approaches that place children at the center of learning, encourage inquiry, and build cognitive flexibility. As expectations rise, teachers need tools that help them understand how children think and how instruction can be improved in real time. This paper examines how effective classroom observation, paired with intentional strategies for developing higher order thinking skills, can strengthen learning experiences in early childhood settings. It highlights the connection between observation quality, teacher decision-making, and children’s cognitive growth, emphasizing the value of reflective teaching practices in the early years.

Classroom observation in early childhood education is not limited to monitoring behavior or documenting activities. When used properly, it becomes a systematic process that helps teachers identify children’s learning patterns, problem-solving behaviors, and developmental needs. Recent research shows that structured observation tools enhance teacher accuracy and support data-informed instructional adjustments, especially in diverse and play-based classrooms. Observations also create opportunities for teachers to recognize moments where higher order thinking naturally emerges, including questioning, predicting, categorizing, and evaluating.

Higher order thinking skills (HOTS) form the core of 21st-century learning, and their development must begin in early childhood. Children learn these skills through rich interactions, hands-on exploration, and guided dialogue that encourages reasoning. Studies conducted after 2021 illustrate that when teachers design activities with open-ended questions, scaffolded challenges, and reflective prompts, children show improvements in analytical thinking, creativity, and self-regulation. Integrating HOTS with daily routines also helps children construct knowledge rather than memorize information.

This paper argues that effective classroom observation enhances the integration of HOTS by helping teachers understand when and how children engage in deeper thinking. Through ongoing observation, teachers can identify gaps, differentiate instruction, and adjust classroom environments to promote inquiry-driven learning. The paper also discusses how professional development, coaching, and observation frameworks contribute to sustained improvements in teaching quality.

The analysis draws on findings from post-2021 empirical studies, highlighting best practices for developing higher order thinking within early childhood classrooms. It concludes that strengthening early childhood education requires a dual focus: improving classroom observation systems and intentionally embedding HOTS into instructional planning. Together, these elements help create learning environments where children are active thinkers, capable problem-solvers, and independent learners equipped for future academic challenges