Abstract

This article presents an overview of domestic and international studies on the scientific thinking abilities of preschool children, clarifying the concept, structure, manifestations, assessment approaches, influencing factors, and current research trends. The main research method is the analysis and synthesis of documents. The research results show that scientific thinking ability is manifested through the ability to observe, question, predict, reason, conduct scientific investigations, and self-regulate thinking; and is influenced by many factors related to the child, family, school, and educational environment. The studies agree that scientific thinking ability can be formed and developed in preschool children through appropriate educational interventions. Future research should focus on the theoretical basis, assessment tools, and educational measures to develop scientific thinking ability in preschool children, especially within the specific educational and cultural context of Vietnam.

Keywords: Thinking skills, scientific thinking skills, preschool children, science education, early childhood education.