THE DEVELOPMENT OF CRITICAL THINKING BY TEACHING THE YOUNG STUDENTS THROUGH PLAY

Critical thinking, as opposed to the schematic implies: to acquire ideas, examine their implications, questioning them, compare them to other points of view, to build systems to support their arguments and give them consistency, the definitive own attitude on these arguments.

The basic idea from which we started in this research was referring to a correlation between teaching the game and developing critical thinking, formulating the following hypothesis: If the game is predominantly used in teaching Romanian language classes, the students will record a greater progress in terms of developing critical thinking.
The objectives we formulated were: to identify the level of development of critical thinking in pupils of 7-8 years, to identify games that help develop students' critical thinking

Using as a primary method of experimental psycho-pedagogical research, with its three phases, s/he worked with a number of 45 students, arranged in two classes (experimental group and control group). Thus, over ten weeks, watched the game influence in the development of critical thinking in teaching students in grade II.

The results confirm the hypothesis formulated, inducing students just a good feeling of pleasure to participate in activities, relaxation, and also the absence of stress. The hypothesis formulated is confirmed demonstrating the importance of didactic game in developing critical thinking with primary school pupils.