Hidden Bibliographic Details
| ISBN: | 9780674044340
0674044347
0674116232
9780674116238
0674116232
9780674116238
0674116240
9780674116245
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| Digital file characteristics: | data file
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| Notes: | Includes bibliographical references (pages 129-137) and index.
Restrictions unspecified
Electronic reproduction. [Place of publication not identified] : HathiTrust Digital Library, 2010.
Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002. http://purl.oclc.org/DLF/benchrepro0212
English.
digitized 2010 HathiTrust Digital Library committed to preserve
Print version record.
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| Summary: | Annotation 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.
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| Other form: | Print version: Thornton, Stephanie, 1952- Children solving problems. Cambridge, Mass. : Harvard University Press, 1995 0674116232 9780674116238
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| Standard no.: | 9780674116238
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