Children solving problems
著者
書誌事項
Children solving problems
（The developing child）
Harvard University Press, 1995
- : pbk
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注記
Includes bibliographical references and index
内容説明・目次
- 巻冊次
-
ISBN 9780674116238
内容説明
A one-year-old attempting to build a tower of blocks may bring the pile crashing down, yet her five-year-old sister accomplishes this task with ease. Why do young children have difficulty with problems that present no real challenge to older children? How do problem-solving skills develop? In "Children Solving Problems", Stephanie Thornton surveys recent research from a broad range of perspectives in order to explore this important question. What Thornton finds is that successful problem-solving depends less on how smart we are - or, as the pioneering psychologist Jean Piaget claimed, how advanced is our skill in logical reasoning - and more on the factual knowledge we acquire as we learn and interpret cues from the world around us. Problem-solving skills evolve through experiences and dynamic interaction with a problem. But equally important - as the Russian psychologist L.S. Vygotsky proposed - is social interaction. Successful problem-solving is a social process. Sharing problem-solving tasks - with skilled adults and with other children - is vital to a child's growth in expertise and confidence. In problem-solving, confidence can be more important than skill.
In a real sense, problem-solving lies at the heart of what we mean by intelligence. The ability to identify a goal, to work out how to achieve it, and to carry out that plan is the essence of every intelligent activity. Could it be, Thornton suggests, that problem-solving processes provide the fundamental machinery for cognitive development? In "Children Solving Problems" she synthesizes the insights and findings of post-Piagetian research and asserts an agenda for the next stage in understanding the varied phenomena of children's problem-solving.
目次
- Why children's problem-solving is interesting
- an historical perspective on children's problem-solving - inference and the development of logic
- conceptual tools for solving problems - inherent skills and information
- working through a problem and discovering new strategies
- the social context of children's problem-solving.
- 巻冊次
-
: pbk ISBN 9780674116245
内容説明
A one-year-old attempting to build a tower of blocks may bring the pile crashing down, yet her five-year-old sister accomplishes this task with ease. Why do young children have difficulty with problems that present no real challenge to older children? How do problem-solving skills develop? In Children Solving Problems, Stephanie Thornton surveys recent research from a broad range of perspectives in order to explore this important question.
What Thornton finds may come as a surprise: successful problem-solving depends less on how smart we are-or, as the pioneering psychologist Jean Piaget claimed, how advanced our skill in logical reasoning is-and more on the factual knowledge we acquire as we learn and interpret cues from the world around us.
Problem-solving skills evolve through experience and dynamic interaction with a problem. But equally important-as the Russian psychologist L. S. Vygotsky proposed-is social interaction. Successful problem-solving is a social process. Sharing problem-solving tasks-with skilled adults and with other children-is vital to a child's growth in expertise and confidence. In problem-solving, confidence can be more important than skill.
In a real sense, problem-solving lies at the heart of what we mean by intelligence. The ability to identify a goal, to work out how to achieve it, and to carry out that plan is the essence of every intelligent activity. Could it be, Thornton suggests, that problem-solving processes provide the fundamental machinery for cognitive development? In Children Solving Problems she synthesizes the dramatic insights and findings of post-Piagetian research and sets the agenda for the next stage in understanding the varied phenomena of children's problem-solving.
目次
1. Why Children's Problem-Solving Is Interesting 2. A Historical Perspective on Children's Problem-Solving: Inference and the Development of Logic 3. Conceptual Tools for Solving Problems: Inherent Skills and Information 4. Working through a Problem and Discovering New Strategies 5. The Social Context of Children's Problem-Solving 6. Conclusions Notes Suggested Reading Credits Index
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