The Child As Problem Solver: The Child As Problem Solver

"This book uses the paradigm of the child as problem solver to explore various theories of cognitive development. Focusing on collaborative tasks that are undertaken with other children or adults, the author explores a broad range of contemporary theoretical perspectives that could account for children's thinking and learning. In particular, she asks whether social interaction is the key to improvement in problem-solving skills, or whether the skills and abilities that the child brings to the task are paramount. The book draws on several studies, including the author's own research into dyadic problem solving."--Jacket Exploring Cognitive Development: The Child as Problem Solver......Page 5 Contents......Page 7 Preface......Page 9 1: INTRODUCTION......Page 11 Problem Solving......Page 13 Social Explanations for Cognitive Change......Page 16 Change in the Context of Interactive/Collaborative Problem Solving......Page 19 Domain Specific Knowledge......Page 20 Children's Potential to Change......Page 21 Theories of Mind......Page 23 The Way Forward......Page 24 2: THEORETICAL OVERVIEW......Page 25 Piaget and Vygotsky: Is there Any Common Ground?......Page 27 Peer Interaction: Various Perspectives......Page 33 Implications for Piagetian and Vygotskian Theories......Page 43 Research on Collaboration: Beyond Social Interaction......Page 44 Sociocultural Theory......Page 46 Dynamic Systems......Page 51 Nature of the Problem to be Solved......Page 52 How Else Can Problem Solving be Described and Explained?......Page 53 3: STRATEGY USE AND LEARNING IN PROBLEM SOLVING......Page 54 Domains......Page 55 Domains as Constraints on Cognitive Development......Page 58 Innateness and Domain-specificity......Page 59 Domains and the Social Environment......Page 62 Strategy Choice......Page 63 Learning New Strategies......Page 76 4: SOCIAL PROBLEM SOLVING......Page 79 Peer Interaction and Problem Solving: A Theoretical Conundrum......Page 80 Peer Interaction in the Classroom......Page 87 Peer Interaction and Adult–Child Interaction......Page 89 Theory of Mind and Problem Solving......Page 90 Self-regulation in Problem Solving......Page 94 Help Seeking in Problem Solving......Page 97 The Role of Talk in Collaborative Problem Solving......Page 99 Conclusion......Page 104 5: WHAT THE CHILD BRINGS TO THE TASK......Page 106 Cognitive Flexibility......Page 107 Friendship and Sociability......Page 116 Motivation to Collaborate......Page 127 6: SUMMARY, REVIEW AND IMPLICATIONS......Page 130 What and How Revisited......Page 131 Difficulties Yet to Be Surmounted......Page 134 Implications......Page 136 References......Page 139 Author Index......Page 146 Subject Index......Page 148 Exploring Cognitive Development: The Child as Problem Solver 5 Contents 7 Preface 9 1: INTRODUCTION 11 Problem Solving 13 Social Explanations for Cognitive Change 16 Change in the Context of Interactive/Collaborative Problem Solving 19 Domain Specific Knowledge 20 Children's Potential to Change 21 Theories of Mind 23 The Way Forward 24 2: THEORETICAL OVERVIEW 25 Piaget and Vygotsky: Is there Any Common Ground? 27 Peer Interaction: Various Perspectives 33 Implications for Piagetian and Vygotskian Theories 43 Research on Collaboration: Beyond Social Interaction 44 Sociocultural Theory 46 Dynamic Systems 51 Nature of the Problem to be Solved 52 How Else Can Problem Solving be Described and Explained? 53 3: STRATEGY USE AND LEARNING IN PROBLEM SOLVING 54 Domains 55 Domains as Constraints on Cognitive Development 58 Innateness and Domain-specificity 59 Domains and the Social Environment 62 Strategy Choice 63 Learning New Strategies 76 4: SOCIAL PROBLEM SOLVING 79 Peer Interaction and Problem Solving: A Theoretical Conundrum 80 Peer Interaction in the Classroom 87 Peer Interaction and Adult–Child Interaction 89 Theory of Mind and Problem Solving 90 Self-regulation in Problem Solving 94 Help Seeking in Problem Solving 97 The Role of Talk in Collaborative Problem Solving 99 Conclusion 104 5: WHAT THE CHILD BRINGS TO THE TASK 106 Readiness to Benefit from Interaction 107 Cognitive Flexibility 107 Friendship and Sociability 116 Motivation to Collaborate 127 6: SUMMARY, REVIEW AND IMPLICATIONS 130 What and How Revisited 131 Difficulties Yet to Be Surmounted 134 Implications 136 References 139 Author Index 146 Subject Index 148 This book uses the paradigm of the child as a problem solver to examine various theories of cognitive development.

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• Provides balanced coverage of a broad range of contemporary theories.
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• Focuses on collaborative tasks which are carried out with other children or adults.
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• Asks whether social interaction is the key to improvement in problem solving skills, or whether it is the skills and abilities that the child brings to the task that are paramount.
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• Draws on a wide range of research, including the author’s own research into dyadic problem solving.

This text seeks to explore the many different contemporary approaches to the study of thinking and learning, focusing on problem-solving as a window into developing theories of cognitive development and thinking in children. This text seeks to explore the many different contemporary approaches to the study of thinking and learning, focusing on problem solving as a window into developing theories of cognitive development and thinking in children How do children learn to think, and to use thinking or, more generally, cognition to learn?