In order to promote critical thinking in young children, particularly children ages 5-8, teachers need to understand skills and dispositions of critical thinkers. This paper discusses these skills, dispositions, and the appropriate classroom climate, within the context of pedagogy, along with learning activities for kindergarten and primary classrooms. Piaget's concept of autonomy is asserted as an important aspect of critical thinking, and the development of thinking skills is compared to the development of language in children. Developmentally appropriate practices are useful for incorporating thinking skills and dispositions into the curriculum. A list of skills and sub-skills necessary for adult critical thinking is given, along with a discussion of appropriateness for emphasis with young children, including the following: (1) interpretation; (2) analysis; (3) evaluation; (4) inference; (5) explanation; and (6) self-regulation. To emphasize these skills appropriately, teachers of young children should emphasize and model the following dispositions: (1) curiosity; (2) open-mindedness; (3) fair-mindedness; (4) flexibility; (5) organization; (6) understanding of other points of view; and (7) emotional maturity. Teaching techniques best suited for promoting critical thinking are also discussed, including: (1) developing questions; (2) teaching problem solving; (3) teaching conflict resolution; (4) using cooperative groups; and (5) developing a dramatic play corner. Contains nine references and a six-item list of additional helpful materials. (BGC)