Bloom's Taxonomy: Extending Preschoolers' Thinking Analysis Report

This report examines the application of Bloom's Taxonomy in preschool education, focusing on how it enhances preschoolers' cognitive development through effective questioning techniques. The report analyzes an article that studied the use of Bloom's questioning to engage preschoolers, highlighting the six levels of the taxonomy: remembering, understanding, applying, analysis, synthesis, and evaluation. It emphasizes how progressively difficult questions at each level encourage deeper thinking and expand children's perspectives. The report underscores the importance of remembering information as a foundation for higher-order thinking and discusses how the taxonomy helps teachers measure and organize curriculum content based on pupils' abilities. It also highlights the positive implications of the taxonomy method in early childhood education, aiding educators in framing questions that stimulate high-level thinking and cognition, along with its usefulness in tracking children's progress. The report also acknowledges a major limitation of the article, which is the lack of focus on values and transformation, and concludes that the article is useful for early childhood educators as it reflects on child growth and the need to inculcate high-level thinking skills. References from the original article are included.

Running head: TAXONOMIES
Taxonomies
Name of the Student
Name of the University
Author note

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TAXONOMIES
Mufson, L., & Strasser, J. (2015). Moving Beyond Who, What, When, Where, and Why: Using
Bloom's Taxonomy Questioning to Extend Preschoolers' Thinking. Teaching Young
Children, 9(1), 1-4. Retrieved from https://education.ky.gov/curriculum/conpro/prim-
pre/Documents/Moving%20Beyond%20Who%20What%20When%20Where
%20Why.pdf
2a) This article studied the application of Bloom’s questioning technique among the preschoolers
to make them engaged in classroom. It inculcates a solid base of knowledge content among the
preschoolers to make them prepared for complex thinking. Bloom’s taxonomy has six steps in
the questioning level: remembering, understanding, applying, analysis, synthesis and evaluation.
At every level of this taxonomy, questions start becoming difficult demanding deeper thinking
than usual. This develops high level questioning ability in the child expanding their perspective
on a topic. This revised method of taxonomy help teachers for the measurement and organization
of the things what they want to measure. This article investigated taxonomy as a questioning tool
that can be utilized by teachers to prepare the curriculum according to the pupil’s ability (3 to 4
year olds) to answer a question in the context to the next level of knowledge.
This method in the given article showed that when it is employed in the classroom, the
preschoolers follow abstract thinking concepts like analysis, evaluation and creation. The authors
mentioned that remembering of information is important for the children to answer the questions
of high order thinking. Before a child understand a question and try to answer it, it is important
for them to remember the information. This taxonomy questioning help to extend thinking level
of preschoolers and encourage high cognitive thinking skills in them. This further encourages
children to understand content and invite higher thinking skills like making judgments, problem

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TAXONOMIES
solving, evaluation, reflection and assessment of their knowledge. When teachers ask children
complicated questions, it aid them in becoming self-directed thinkers.
2b) The taxonomy method mentioned in the article is an effective measuring tool used by early
child educators to track child thinking ability and knowledge. In the new version, it helps the
educators to frame type of questions that are required in classroom to make the children
engaging and develop high order thinking skills. It also helps teachers to make the young pupils
acquire in-depth thinking skills, improve and expand their subject knowledge using the Bloom’s
questioning techniques (Rakap, Cig & Parlak‐Rakap, 2017). The technique illustrated in the
article has positive implications on early childhood education and pedagogy where they know
what kind of questions they need to frame and ask children in order to inculcate high thinking
and cognition. This type of questions in the form of taxonomy is an important strategy that
supports a child’s learning and thinking ability (Adams, 2015). This article is useful for the
teachers to keep a record of children progress by asking them high-level questions and
documenting of their way of answering them. This article has a major limitation, as it did not
address the question of values and transformation, rather mainly focused on behaviour change.
Therefore, as an early childhood educator, this article is useful as it reflects on the child growth
while considering the changes required and needs to inculcate high-level thinking skills in the
preschoolers as well as viewing one as a teacher researcher. It also helps them in the preparation
and examination of curriculum alignment using Bloom’s Taxonomy levels (Cannon & Feinstein,
2014).

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TAXONOMIES
References
Adams, N. E. (2015). Bloom’s taxonomy of cognitive learning objectives. Journal of the
Medical Library Association: JMLA, 103(3), 152.
Cannon, H. M., & Feinstein, A. H. (2014). Bloom beyond Bloom: Using the revised taxonomy to
develop experiential learning strategies. Developments in Business Simulation and
Experiential Learning, 32.
Mufson, L., & Strasser, J. (2015). Moving Beyond Who, What, When, Where, and Why: Using
Bloom's Taxonomy Questioning to Extend Preschoolers' Thinking. Teaching Young
Children, 9(1), 1-4. Retrieved from https://education.ky.gov/curriculum/conpro/prim-
pre/Documents/Moving%20Beyond%20Who%20What%20When%20Where
%20Why.pdf
Rakap, S., Cig, O., & Parlak‐Rakap, A. (2017). Preparing preschool teacher candidates for
inclusion: impact of two special education courses on their perspectives. Journal of
Research in Special Educational Needs, 17(2), 98-109.