ISSN: 2226-6348
Open access
The incorporation of Higher-Order Thinking Skills (HOTs) in early childhood education is gradually given emphasis in present-day curricula. The study aims to explore preschool teachers’ knowledge in using Higher-Order Thinking Skills (HOTs) in classroom pedagogy. Preschool teachers’ knowledge in implementing Higher-Order Thinking Skills (HOTs) in classroom is a prerequisite for their competency, and this may be attained through the utilisation of varied teaching techniques or strategies acquired throughout teacher education. The study employs a qualitative research approach using document analysis of academic sources such as journal articles and other related documents of early childhood education on Higher-Order Thinking Skills (HOTs). Findings reveal that preschool teachers’ theoretical comprehension of Higher-Order Thinking Skills (HOTs), beliefs, teaching techniques, and curriculum expectations strongly shape their teaching and learning decisions. Past studies gradually highlight that inadequate knowledge in implementing Higher-Order Thinking Skills (HOTs), teaching techniques and pedagogical knowledge contribute to low-level questioning, lack of cognitive challenge, and teacher-centred activities. On the contrary, preschool teachers with balanced content knowledge and theoretical understanding are more likely to produce inquiry-based activities that contribute to promote problem-solving. This review shows that preschool teachers’ knowledge and exposure on pedagogical techniques are critical factors of Higher-Order Thinking Skills (HOTs) and propose that more enhanced and targeted continues professional development is needed to support preschool teachers’ conceptual knowledge and pedagogical aspects for their instructional practices.
Abd Aziz, Z. A., & Mohamed, S. (2021). Preschool teachers' perceptions of the teaching quality of early childhood education. Jurnal Dunia Pendidikan, 3(1), 572–580.
Abdullah, A. H., Aris, B., Saud, M. S., Boon, Y., & Ali, A. S. A. (2015). Implementation of higher order thinking skills (HOTS): Issues and challenges in curriculum, pedagogy, and assessment aspects. Seminar Kebangsaan Majlis Dekan-Dekan Pendidikan Universiti Awam 2015, 77–88.
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy. Longman.
Ariffin, N. A., & Yunus, F. (2017). Readiness of preschool teachers in implementing HOTS in teaching and learning. Personalized Learning Symposium: Perspektif Risalah An-Nur, 147–152.
Buyong, N., Mohamed, S., Satari, N. M., Bakar, K. A., & Yunus, F. (2020). Kindergarten teachers’ pedagogical knowledge and its relationship with teaching experience.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Chew, B. G. (2017). Knowledge and application of high-level thinking skills among technical and vocational teachers. UTHM Institutional Repository.
Fang, J., Zhang, J., Bai, Y., Li, H., & Xie, S. (2022). Preschool federations as a strategy for the sustainable development of early childhood education in China. Sustainability, 14(16), 9991.
Fernández, M., & Torruella, F. M. (2017). Reggio Emilia: An essential tool to develop critical thinking in early childhood. Journal of New Approaches in Educational Research, 6(1), 50–56. https://doi.org/10.7821/naer.2017.1.207
Fu, Q., Zhao, F., & Qin, J. (2024). Perspectives on early childhood development in China: Key dimensions and contextual contributions. Frontiers in Psychology, 15, 1370641.
Gao, E. S., & Xiao, F. R. (2022). Policies and regulations of preschool education. Huazhong University of Science and Technology Press.
Hassana, M. N., Mustapha, R., Yusuff, N. A., & Mansor, R. (2017). Development of high-level thinking skills modules in primary school science subjects: An analysis of teacher needs. Sains Humanika, 9(1–5), 119–125.
Hu, B. Y., Li, Y., Wang, C., Wu, H., & Vitiello, G. (2021). Preschool teachers’ self-efficacy, classroom process quality, and children’s social skills: A multilevel mediation analysis. Early Childhood Research Quarterly, 55, 242–251.
Ibrahim, H. H., & Mohamed, S. (2021). Competency of non-option teachers in the teaching and learning of preschool education. Jurnal Dunia Pendidikan, 3(2), 377–385.
Kelley, L. (2018). Solution stories: A narrative study of how teachers support children’s problem solving. Early Childhood Education Journal, 46(3), 313–322.
Kumar, S. A. C., & Mohamed, S. (2022). Preschool teachers’ knowledge, understanding, and practice towards higher order thinking skills. International Journal of Academic Research in Progressive Education and Development, 11(2), 128–139.
Le Yee, C., & Mohamed, S. (2021). Teacher skills in integrating information and communication technology in preschool learning. Jurnal Dunia Pendidikan, 3(2), 44–53.
Liss, E., Wallack, J., Weisenfeld, G. G., & Frede, E. (2023). Components to consider when planning city preschool programs. National Institute for Early Education Research.
Maree, J. G. (2022). The psychosocial development theory of Erik Erikson: Critical overview. In The influence of theorists and pioneers on early childhood education (pp. 119–133).
Ministry of Education of the People’s Republic of China. (2019).
Muhammad, S., Ruzlan, M. A., & Ismail, S. N. (2016). Level of practice for the application of critical thinking skills in high, medium, and low-performing secondary schools. In International Seminar on Generating Knowledge Through Research (pp. 967–976).
Nachiappan, S., Julia, I. P., Abdullah, N., Sehgar, S. C., Sandra, S., & Sukri, N. A. (2019). The implementation of higher order thinking skills by teachers in kindergarten teaching and learning. Jurnal Pendidikan Awal Kanak-kanak Kebangsaan, 8, 24–32.
Othman, M. S., & Kassim, A. Y. (2017). Implementation of Islamic education teachers' teaching practices through questioning methods based on higher order thinking skills (KBAT). Journal of Advanced Research in Social and Behavioural Sciences, 7(1), 1–9.
Perdanasari, A., Sudiyanto, S., & Sangka, K. B. (2021). Development needs analysis of teaching materials for improving students’ critical thinking skills in the 21st century. Journal of Physics: Conference Series, 1808(1), 012035. https://doi.org/10.1088/1742-6596/1808/1/012035
Pillay, L. A. M., Swaran Singh, C. K., Raja Harun, R. N. S., & Masa Singh, T. S. (2018). The implementation of higher order thinking skills for teaching and learning. The Journal of Social Sciences Research, (Special Issue 5), 668–675. https://doi.org/10.32861/jssr.spi5.668.675
Rezunova, O. (2023). Teachers’ pedagogical self-efficacy as a necessary component of their professional activities.
Roy, S., Lindly, O. J., Berardinelli, M., & Martin, A. J. (2022). Cross-system communication in early childhood settings in the United States. Journal of Early Intervention, 44(3), 289–298.
Song, Z. (2023). Disparity in educational resources between urban and rural areas in China. Journal of Advanced Research in Education, 2(5), 64–69.
Walsh, R. L., & Kemp, C. (2019). The effect of higher-order questioning on the complexity of gifted preschoolers’ language. The Australasian Journal of Gifted Education, 28(1), 5–22.
Wang, M., & Zhang, L. (2024). Teacher leadership in professional learning communities in early childhood education: A Chinese perspective. Educational Management Administration & Leadership.
Yusoff, W. M. W., & Seman, S. C. (2018). Teachers’ knowledge of higher order thinking and questioning skills: A case study. International Journal of Academic Research in Progressive Education and Development, 7(2), 45–63.
Zarina, A. R. (2016). The level of readiness of teachers in terms of knowledge and training needs focused on the application of KBAT. Universiti Tun Hussein Onn Malaysia.
Tong, Y., Masnan, A. H. Bin, & Singh, C. K. S. (2026). Preschool Teachers’ Knowledge and the Integration of Higher-Order Thinking Skills (HOTs) in Classroom Pedagogy. International Journal of Academic Research in Progressive Education and Development, 15(1), 1596–1605.
Copyright: © 2026 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode