Higher-order thinking, often described as the ability to analyse, evaluate and create, goes beyond basic recall of information.
Higher-order thinking involves a deeper engagement with concepts, the ability to make connections and adapt knowledge to new situations, explains Dani Gluckman, occupational therapist at Bellavista S.H.A.R.E.
“As an occupational therapist, stimulating cognitive growth and development is key in my intervention with the children I work with. I do this by enhancing their problem-solving, decision-making and critical thinking skills.
“One powerful tool in nurturing cognitive growth is the use of mediating questions. These questions act as a bridge, helping the children move from superficial understanding of concepts to more complex, independent thought.”
why mediating questions matter
Mediating questions stimulate reflection and guide individuals toward discovering answers independently. They encourage self-regulation, metacognition (thinking about one’s thinking) and problem-solving skills essential for functioning in diverse daily and occupational roles.
“Instead of simply providing solutions, mediating questions empower the child to develop the ability to reason, evaluate their options, and make informed decisions,” says Gluckman.
“For example, consider a child learning to complete a sequencing task. Instead of directing them to place the pieces in a specific order, a therapist might ask, “What happens if we put this piece here?” or “How does this piece fit with the others?”
“This approach invites exploration, hypothesis testing, and self-correction.”
characteristics of good mediating questions
Gluckman advises that to promote effective higher-order thinking, mediating questions should be:
1. Open-ended
Questions that cannot be answered with a simple “yes” or “no” encourage exploration. For instance, “What might happen if…?” or “How do you think this could be done differently?”
2. Relevant and contextualised
Tie questions to the individual’s goals and daily life. Asking, “How can you use this skill when getting ready for school?” makes the learning process meaningful.
3. Challenging but attainable
Questions should push the individual slightly beyond their current level of understanding, what occupational therapists refer to as the “just right challenge”. For example, instead of asking “What is the answer?”, try “What steps might help you figure this out?”
4. Supportive and non-judgemental
The tone and phrasing should foster confidence and curiosity rather than fear of failure. Instead of asking, “Why did you do it wrong?”, a more effective alternative would be, “What did you notice about the result?” or “How can we do it differently this time?”
practical strategies
Scaffold thinking
Begin with simpler questions and gradually progress to more complex ones. For instance, during a cooking activity, start with “What ingredients do we need?”, then try “How do you think these flavours will work together?”
Encourage reflection
After completing a task, ask questions like, “What worked well, and what could you do differently next time?” Reflection enhances self-awareness and the ability to generalise skills.
Promote problem-solving
When challenges arise, resist the urge to step in immediately. Instead, ask, “What other ways could we try?” or “What could we change?” This encourages perseverance and adaptability.
Incorporate “what if” scenarios
Use hypothetical situations to encourage forward thinking. For example, “What if you lie in bed for another 10 minutes?” or “How could you adapt your plan?”
Benefits of mediating questions to develop higher-order thinking
Incorporating mediating questions into occupational therapy practice enhances cognitive skills and empowers children to become independent thinkers. By carefully crafting open-ended, relevant and appropriately challenging questions, therapists guide individuals to explore, reflect and problem-solve effectively. These skills are vital for supporting children to reach their full potential.
