University of Tabriz Journal of Philosophical Investigations 2251-7960 15 37 2021 12 22 Critical Thinking Skills in Children’s Literature Critical Thinking Skills in Children’s Literature 397 417 13599 10.22034/jpiut.2021.47337.2940 FA Saeed Heyrani PhD candidate, Department of persian language and Literature, Torbat-e Heydariyeh Branch, Islamic Azad University, Torbat-e Heydariyeh, Iran Mahmoud Firoozi Moghaddam Assistant Professor, Department of persian language and Literature, Torbat-e Heydariyeh Branch, Islamic Azad University, Torbat-e Heydariyeh, Iran Mahyar Alavi Moghaddam Associate Professor Department of Persian Language and Litterature, Hakim Sabzevari University, Sabzevar, Iran Journal Article 2021 08 11 Story has a very critical role in the formation of critical thinking skills. The purpose of the prison research is to explore the potential benefits of normal stories in the formation and promotion of critical thinking skills in children. The present research has utilized content analysis method to explore the extent and components of critical thinking skills in the view of Richard Paul in stories authored for children at the age range of “C” (10-12 years) all of which were published during 1961 -2006 and listed as appropriate books in the Council of Children’s Books. The results indicate that the components of implications and consequences, information, data, evidence, experience, purpose, moral reasoning capabilities are in a better position than other components. The weakest components are assumptions, confidence in thinking, opinions and inferences, and interpretations. Also, most of the successive growth of stories in terms of critical thinking components has occurred in the late works and in the eighties, regardless of the cross-sectional growth of the forties. Story has a very critical role in the formation of critical thinking skills. The purpose of the prison research is to explore the potential benefits of normal stories in the formation and promotion of critical thinking skills in children. The present research has utilized content analysis method to explore the extent and components of critical thinking skills in the view of Richard Paul in stories authored for children at the age range of “C” (10-12 years) all of which were published during 1961 -2006 and listed as appropriate books in the Council of Children’s Books. The results indicate that the components of implications and consequences, information, data, evidence, experience, purpose, moral reasoning capabilities are in a better position than other components. The weakest components are assumptions, confidence in thinking, opinions and inferences, and interpretations. Also, most of the successive growth of stories in terms of critical thinking components has occurred in the late works and in the eighties, regardless of the cross-sectional growth of the forties. https://philosophy.tabrizu.ac.ir/article_13599_85cd1f208b4a59af7bad1bb9e13df349.pdf