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Item Details
| Title:
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CHILDREN SOLVING PROBLEMS
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| By: |
Stephanie Thornton |
| Format: |
Electronic book text |
| List price:
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£17.95 |
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We believe that this item is permanently unavailable, and so we cannot source
it.
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| ISBN 10: |
0674044347 |
| ISBN 13: |
9780674044340 |
| Publisher: |
HARVARD UNIVERSITY PRESS |
| Pub. date: |
31 July, 2009 |
| Series: |
The Developing Child |
| Pages: |
154 |
| Synopsis: |
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. |
| Illustrations: |
26 line illustrations |
| Publication: |
US |
| Imprint: |
Harvard University Press |
| Returns: |
Non-returnable |
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