ERIC Number: ED401043
Record Type: Non-Journal
Publication Date: 1995
Reference Count: N/A
Children Solving Problems. The Developing Child Series.
The developmental increase in the ability to solve problems is a puzzle. Does it come from basic changes in mental skills, or is it a matter of practice? This book from the Developing Child series synthesizes recent research examining children's problem-solving skills development. Chapter 1 presents the major themes: (1) there is increasing evidence that problem-solving skills develop from discovering and using information and interpreting feedback, rather than through development of logical skills; (2) problem-solving involves change, moving from one idea to a new one; and (3) problem-solving is also a social process involving emotions as well as skill. Chapter 2 considers traditional assumptions about problem-solving development and concludes that logic is just one of many strategies one can select. Chapter 3 includes examination of inherent problem-solving skills in infants, their developing ability to draw inferences, how task knowledge can alter strategies and types of reasoning available, the kinds of concepts a child can use, and the development of metacognitive awareness. Chapter 4 examines dynamic processes shaping problem-solving, including initial strategy selection, strategy discovery through reflection on the elements of a successful strategy, and feedback use. Chapter 5 examines shared problem-solving with peers or with a skilled partner, including scaffolding and guided participation, task and context influences in teaching problem-solving skills, and the role of confidence and control. Chapter 6 summarizes the nature and malleability of the child's problem-solving skills and future directions for research. Contains approximately 50 references. (KDFB)
Descriptors: Age Differences, Analogy, Child Development, Children, Cognitive Development, Cognitive Structures, Developmental Stages, Emotional Experience, Feedback, Foreign Countries, Goal Orientation, Individual Development, Infants, Inferences, Knowledge Level, Logical Thinking, Memory, Metacognition, Piagetian Theory, Problem Solving, Psychological Characteristics, Scaffolding (Teaching Technique), Self Control, Self Esteem, Social Influences, Thinking Skills
Harvard University Press, 79 Garden St., Cambridge, MA 02138-1432; phone: U.S. and Canada, 800-448-2242; International, 617-495-2480; fax: U.S. and Canada, 800-962-4983; International, 617-495-8924 (paperback: ISBN-0-674-11624-0; $10.95; hardcover: ISBN-0-674-11623-2, $24.95).
Publication Type: Books; Information Analyses
Education Level: N/A
Authoring Institution: N/A