Exploring cognitive development : the child as problem solver
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.
VI, 145 Seiten
9780631234579, 9780631234586, 0631234578, 0631234586
248960885
Preface 1. Introduction: Problem SolvingSocial Explanations for Cognitive ChangeChange in the Context of Interactive/Collaborative Problem SolvingDomain Specific KnowledgeChildren's Potential to ChangeTheories of MindThe Way Forward2. Theoretical Overview: Piaget and Vygotsky: Is There Any Common Ground? Peer Interaction: Various PerspectivesImplications for Piagetian and Vygotskian TheoriesResearch on Collaboration: Beyond Social InteractionSociocultural TheoryDynamic SystemsNature of the Problem to be SolvedHow Else Can Problem Solving be Described and Explained? 3. Strategy Use And Learning In Problem Solving: DomainsDomains as Constraints on Cognitive DevelopmentInnateness and Domain-SpecificityDomains and the Social EnvironmentStrategy ChoiceLearning New Strategies4. Social Problem Solving: Peer Interaction and Problem Solving: A Theoretical ConundrumPeer Interaction In the ClassroomPeer Interaction and Adult-Child InteractionTheory of Mind and Problem SolvingSelf-regulation In Problem SolvingHelp Seeking In Problem SolvingThe Role of Talk In Collaborative Problem SolvingConclusion5. What The Child Brings To The Task: Readiness to Benefit From InteractionCognitive FlexibilityFriendship and SociabilityMotivation to Collaborate6. Summary, Review And Implications: What and How RevisitedDifficulties Yet to be SurmountedImplicationsReferencesAuthor index Subject index