Alison F Garton

Exploring Cognitive Development

The Child as Problem Solver

• Broschiertes Buch

Produktbeschreibung

Exploring Cognitive Development The Child as Problem Solver 'This is an exciting and provocative account of children's intellectual activities. Alison Garton makes a persuasive case that, in order to understand intellectual development, we must study the social context in which it takes place.' Professor Peter Bryant, Department of Experimental Psychology, University of Oxford 'Well grounded in the work of Piaget and Vygotsky, Alison Garton's wide-ranging account of children's problem solving encompasses the latest cognitive developmental and social cognitive theories. As well as having conceptual depth, the book is enjoyable to read.' Graeme Halford, Professor of Psychology, University of Queensland 'Alison Garton's new book is an excellent, highly readable examination of children as problem solvers...While acknowledging the influence of Piaget's and Vygotsky's theories, and highlighting some of the best research based on these theories, Garton persuades us of the importance of going beyond them. This book should find a home on the bookshelves of all who are interested in children's cognitive development.' Dr Jonathan Tudge, University of North Carolina at Greensboro 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.

Produktdetails

• Verlag: Wiley
• Seitenzahl: 160
• Erscheinungstermin: 23. April 2004
• Englisch
• Abmessung: 226mm x 149mm x 15mm
• Gewicht: 241g
• ISBN-13: 9780631234586
• ISBN-10: 0631234586
• Artikelnr.: 21550417

Autorenporträt

Alison F. Garton is Professor of Psychology and Associate Dean at Edith Cowan University in Western Australia. She is the author of Learning to be Literate (Blackwell Publishing, Second Edition, 1998) and Social Interaction and the Development of Language and Cognition (1992), and the editor of Systems of Representation in Children (1993).

Inhaltsangabe

Preface.

1. Introduction.

2. Theoretical Overview.

3. Strategy Use And Learning In Problem Solving.

4. Social Problem Solving.

5. What The Child Brings To The Task.

6. Summary, Review And Implications.

References.

Author Index.

Subject Index

Rezensionen

"This is an exciting and provocative account of children'sintellectual activities. Alison Garton makes a persuasive casethat, in order to understand intellectual development, we muststudy the social context in which it takes place." ProfessorPeter Bryant, Department of Experimental Psychology, University ofOxford

"With up-to-date coverage, excellent descriptions of researchand a sociocultural approach to problem solving, this book fills animportant niche." Robert S. Siegler, Teresa Heinz Professor ofCognitive Psychology, Carnegie Mellon University

"Well grounded in the work of Piaget and Vygotsky, AlisonGarton's wide-ranging account of children's problemsolving encompasses the latest cognitive developmental and socialcognitive theories. As well as having conceptual depth, the book isenjoyable to read." Graeme Halford, Professor of Psychology,University of Queensland

"Alison Garton's new book is an excellent, highlyreadable, examination of children as problem solvers. Gartonprovides a refreshing account of the social aspects of problemsolving as she examines not only the effects of collaboration butalso the processes whereby children's learning is enhanced(bringing about cognitive change) and ultimately their longer-termcognitive development. Equally important, she nicely covers what itis that individual children bring to the collaborativeexperience--their personal characteristics (flexibility,motivation, sociability, friendship with the social partner, etc.)that can have a dramatic impact on the problem-solving experienceand consequences. While acknowledging the influence ofPiaget's and Vygotsky's theories, and highlighting someof the best research based on these theories, Garton persuades usof the importance of going beyond them. This book should find ahome on the bookshelves of all who are interested inchildren's cognitive development." Dr Jonathan Tudge,University of North Carolina at Greensboro

"A course book with the approach of the child as problem solverboth in a social, collaborative sense and in relation to their ownintrinsic skills. It explores in particular ways in whichcollaboration influences the cognitive outcome. It reviews thetheories of Piaget and Vygotsky and proposes that a frutifulapproach lies in examining characteristics of children that maylead them to benefit from collaboration." Scientific and MedicalNetwork Review, Summer 2005