Logical Thinking is best developed in young minds

The importance of developing logical and cognitive skills early in life is strongly supported by empirical research in education and developmental psychology. A landmark longitudinal study by Duncan et al. (2007), School Readiness and Later Achievement, synthesised data from six large-scale cohort studies in the United States and the United Kingdom to examine which early childhood skills most reliably predict later academic success. The authors found that early cognitive competencies, particularly mathematical reasoning, were significantly stronger predictors of later educational achievement than socio-emotional factors alone.

Crucially, early mathematical ability in this context does not merely reflect procedural knowledge, but rather logical reasoning skills such as pattern recognition, relational thinking, and the ability to manipulate abstract representations. These skills form the foundation of what is often described as algorithmic or structured thinking, the capacity to break down complex problems into manageable steps, evaluate alternatives, and reach justified conclusions. Duncan et al. demonstrate that children who develop such competencies early are better equipped to adapt to increasing academic complexity in later schooling.

Complementary findings from research on executive functions, including working memory, cognitive flexibility, and inhibitory control, further reinforce this conclusion. These functions underpin logical reasoning and are consistently associated with improved academic performance across subjects, particularly in mathematics and the sciences. Importantly, while these skills begin developing in early childhood, evidence suggests that they remain highly malleable throughout late childhood and early adolescence. The ages between 10 and 15 therefore represent a critical window in which structured cognitive training can consolidate and extend earlier foundations.

From an educational perspective, this research challenges the widespread assumption that logical or mathematical aptitude is largely innate. Instead, it supports the view that logical thinking is a trainable skill, responsive to targeted instruction and deliberate practice. Programmes that emphasise reasoning processes over rote memorisation, such as problem decomposition, rule-based thinking, and reflective error analysis, align closely with the competencies identified as predictive of long-term success.

In this context, structured logic-focused classes for students aged 10–15 directly address a well-documented educational need. By strengthening core reasoning and executive skills at a formative stage, such programmes can improve students’ readiness for the analytical demands of upper secondary education and beyond. The findings of Duncan et al. therefore provide a strong empirical foundation for educational initiatives that prioritise logical thinking as a transferable, future-oriented skill, rather than a subject-specific talent reserved for a select few.