Several studies were conducted to investigate the nature and development of creative social problem solving among older and younger children in Sweden and the United States. First, the behaviors of older children were investigated formally in a large-scale experimental study of California 10-year-olds. Results indicated that children receiving problem-solving training through the inductive discussion method performed significantly better than controls on several measures of social problem solving. A partial replication of the study was made in Sweden, in which a new data collection method was employed: actual in-class group discussions designed for creative problem-solving training were coded. The development of the variable of autonomy appeared salient among Swedish children. Attention was next turned toward kindergarten children in Sweden to see which problem-solving variables were operating among the younger group. Results indicated that kindergarten children were capable of offering reasonable aad creative ideas as to causes and solutions of social problems. American preschool counterparts were then studied to check the validity of hypothesized universals. Relationships between learning styles and problem-solving discussions were investigated. (The concluding section of the report offers comparison of cross-cultural problem-solving behaviors. Related materials are appended, including The Problem Solving Observation Scale Matched to Four Learning Styles, intended for the young child.) (RH)