When you want to teach children to think, you begin by treating them seriously when they are little, giving them responsibilities, talking to them candidly, providing privacy and solitude for them, and making them readers and thinkers of significant thoughts from the beginning. That’s if you want to teach them to think.

When you let children lead, you see their minds work in a way that’s different to ours because we’re moulded to think a certain way as we get older.

Children develop self-confidence when they learn simple skills like pulling up a zipper, tying their shoes, or riding a bike. Eventually, that self-confidence evolves and propels them to develop more complex abilities as adults — for instance, writing software, painting murals, or cheering up a disheartened friend.

All children everywhere will become more skilled in those pursuits that engage their interests and their efforts and that are valued by adults and peers in their environment. Skill develops not only in areas of vocation and avocation but also in the simple activities of living — telling stories, estimating large numbers, handling disputes, instructing a younger person. Which areas show the most improvement, and how rapidly the improvement occurs, will reflect the accidents of culture and individual, but a steady improvement, at least for a while, can be counted upon.

To begin with, the child of five, six, or seven is in many ways an extremely competent individual. Not only can she use skillfully a raft of symbolic forms, but she has evolved a galaxy of robust theories that prove quite serviceable for most purposes and can even be extended in generative fashion to provide cogent accounts of unfamiliar materials or processes. The child is also capable of intensive and extensive involvement in cognitive activities, ranging from experimenting with fluids in the bathtub to building complex block structures and mastering board games, card games, and sports. While some of these creations are derivative, at least a few of them may exhibit genuine creativity and originality. And quite frequently in at least one area, the young child has achieved the competence expected from much older children. Such precocity is particularly likely when youngsters have pursued a special passion, like dinosaurs, dolls, or guns, or when there is a strain of special talent in areas like mathematics, music, or chess or simply a flexibility, a willingness to try new things.

"Learning how to think" really means learning how to exercise some control over how and what you think.
It means being conscious and aware enough to choose what you pay attention to and to choose how you construct meaning from experience.
Because if you cannot or will not exercise this kind of choice in adult life, you will be totally hosed.

# They learn to arrange their thoughts in logical order, to write and speak clearly and economically.

Learning how to think' really means learning how to exercise some control over how & what you think. It means being conscious & aware enough to choose what you pay attention to & to choose how you construct meaning from experience.

A supportive environment and attitude will help our children learn at home. Children are more emotional than cognitive — that is, they remember feelings more readily than they do facts. This means that your children remember how they felt in a particular situation much more easily than they recall the details of the event. For instance, a child listening to a story will remember exactly how she felt long after she forgets the lesson.

CHILDREN MUST BE TAUGHT HOW TO THINK, NOT WHAT TO THINK

believe good mental preparation starts with our youth and that it is important for them to learn about mental skills.

I have come gradually to understand that the liberal arts cliché about teaching you how to think is actually shorthand for a much deeper, more serious idea: learning how to think really means learning how to exercise some control over how and what you think. It means being conscious and aware enough to choose what you pay attention to and to choose how you construct meaning from experience. Because if you cannot exercise this kind of choice in adult life, you will be totally hosed.

Children learn how to make good decisions by making decisions, not by following directions

By the time the child has reached the age of seven or so, his development has become completely intertwined with the values and goals of the culture. Nearly all learning will take place in one or another cultural context; aids to his thinking will reside in many other human beings as well as in a multitude of cultural artifacts. Far from being restricted to the individual's skull, cognition and intelligence become distributed across the landscape.