Objective: This review aims to identify and summarize the key characteristics of critical thinking (CT) education for children aged 5 to 12. Method: A systematic review was conducted using four databases, covering publications from 2010 to December 2021. Sixteen studies were selected and synthesized following the Preferred Reporting Items for Systematic Reviews and Meta-Analysis Protocols (PRISMA-P). Results: Most interventions focused on developing CT skills, with less emphasis on dispositions. The general approach--explicit instruction--was the most commonly used strategy. Group work with authentic instruction emerged as the most frequent intervention type. Many studies applied Problem-Based Learning (PBL) strategies, using real-life problems and culturally relevant stories as educational tools. The main reported challenge was limited time for implementation. Conclusion: Effective CT education for children requires integration of both skills and dispositions through explicit instruction. The role of a trained teacher is critical, as the pedagogical demands of CT instruction necessitate specialized knowledge. Group-based and authentic methods, particularly those using culturally relevant stories, show promise when facilitated by skilled educator.