Children Solving Problems. The Developing Child Series.

Autor/in	Thornton, Stephanie
Titel	Children Solving Problems. The Developing Child Series.
Quelle	(1995), (143 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-674-11624-0
Schlagwörter	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 + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Analogie; Kindesentwicklung; Child; Kind; Kinder; Kognitive Entwicklung; Cognitive structure; Kognitive Struktur; Ausland; Zielorientierung; Zielvorstellung; Individuelle Entwicklung; Infant; Toddler; Toddlers; Kleinkind; Inference; Inferenz; Wissensbasis; Gedächtnis; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Problemlösen; Selbstbeherrschung; Self-esteem; Selbstaufmerksamkeit; Sozialer Einfluss; Denkfähigkeit
Abstract	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)
Anmerkungen	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).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC