The challenges of integrating critical thinking into the foundation phase curriculum

• In Event: Bridging Policy Ideals and Classroom Realities in Global Early Learning

Proposal

Critical thinking is widely recognised as a key transversal competency essential for preparing learners to navigate complex social, economic, and technological realities. In the South African context, the Foundation Phase curriculum emphasises the development of such competencies; however, translating this intention into practice remains challenging. This study explores the challenges of integrating critical thinking into the Foundation Phase curriculum, focusing on the lived experiences of teachers in diverse schooling contexts.
A qualitative research design was adopted, with data collected through semi-structured interviews with Foundation Phase teachers, analysis of learner work samples, and examination of teacher-prepared lesson plans. Data were analysed thematically to identify recurring patterns, and document analysis was conducted to interrogate curriculum documents and teaching resources.
The findings reveal a set of interrelated challenges that hinder the effective teaching of critical thinking. These include overcrowded classrooms, an overloaded curriculum, time constraints, limited access to appropriate teaching and learning resources, and insufficient professional development opportunities. Teachers also reported a lack of guidance from district officials and a limited understanding of strategies to foster and assess critical thinking in early learners. Learner work samples and lesson plans further demonstrated a predominance of lower-order cognitive tasks, with minimal opportunities for problem-solving, structured questioning, and open-ended exploration.
The study argues that without systemic changes, the teaching of critical thinking will remain aspirational rather than embedded in everyday practice. Recommendations include targeted teacher professional development, greater curriculum flexibility to allow for deeper learning, and improved resource provision. Furthermore, collaborative support structures between schools, parents, and education authorities are essential to ensure that critical thinking is not only a policy imperative but also a pedagogical reality in the Foundation Phase.
This research contributes to the understanding of contextual and systemic factors that shape the integration of critical thinking in early education, offering insights relevant to policymakers, teacher educators, and practitioners committed to fostering higher-order thinking skills from the earliest years of schooling.

Author

• Phindile Mabongi Zondo, University of Pretoria