A child says the tallest container must hold the most. You could correct them, or you could ask, “How could we find out?” That small pause turns an answer into an investigation.
Critical thinking does not require worksheets or trick questions. It grows when children are invited to explain what they know, notice what is missing and revise an idea without shame. UNESCO’s media and information literacy work emphasises engaging critically with information; families can practise the same habits with ordinary objects and conversations.
1. What do we know—and what are we guessing?
This question helps children separate an observation from an interpretation. During a story, “The character closed the door” is something the text shows; “She is angry” may be a sensible guess.
Try it with a mystery sound, a weather prediction or a lost toy. Write two columns if helpful: we noticed and we think. A child who uses few spoken words can point, draw or sort picture cards instead of explaining at length.
Avoid using the question as a courtroom challenge. Say, “Let’s work out which part we saw and which part we added,” not “You have no proof.”
2. How do we know?
Ask for the source or clue: Did we see it, measure it, hear it from someone, read it, or remember it? Then ask whether that source is close enough to the question.
At the shop, compare two packages. A large box may contain less food; the label gives a measure. During building play, a child may say a bridge is strongest because it looks thick. Test it with equal weights. For reading conversations, EdCaptain’s questions to pause on while you read provide more gentle prompts.
3. What else could be true?
This invites alternatives without saying the first idea is foolish. If a friend did not wave, possible explanations include not seeing, being distracted, feeling shy or being upset. Considering alternatives can support fairer social thinking as well as problem-solving.
Use a playful target: “Can we think of three explanations?” Younger children can act them out. Older children can rank them from most to least likely and say what information would help.
4. What would change our minds?
Children often think changing an answer means losing. Model the opposite: “I think the red paper aeroplane will fly farther, but if we use the same throw and the blue one goes farther several times, I’ll change my mind.”
Choose evidence before the test. If the family is deciding which route to the park is quicker, agree to compare door-to-gate time on similar days. If a question cannot be tested easily, ask what trustworthy information you would look for.
Praise the revision: “You used new evidence,” rather than “Finally, you got it right.”
5. What could we try next?
Move from talking to a small action. When a tower falls, children might widen the base, use lighter blocks or build on a firmer surface. Change one thing at a time when possible, then compare.
The existing So Many Uses activity is a good setting for alternatives; Curious Mania practises questions that rule possibilities in or out.
A ten-minute family practice
- Choose a harmless question: Which paper towel absorbs more? Why is one ice cube melting faster? Which bag will be easier to carry?
- Let everyone make an initial prediction without ridicule.
- Use two or three of the five questions.
- Run a fair, safe test or find an appropriate source.
- Finish with: “What did we change our minds about?”
Adults should answer too. Say “I don’t know yet” and show how you check. Do not pretend every family decision is open to debate; safety boundaries remain adult responsibilities. You can explain the reason while holding the limit.
Adapt the questions
For ages 6–9, use one prompt at a time, concrete objects and drawings. For ages 10–12, add source comparison and ask what information is missing. For children who find open questions overwhelming, offer choices: “Did we see that, or are we guessing?” Give processing time and accept non-verbal answers.
The aim is not a child who argues about everything. It is a child who can pause, explain, consider and test—then change course when the evidence deserves it.
