Exploring Cognitive Development: The Child As Problem Solver - Hardcover

Garton, Alison F.

Hardcover

ISBN 10: 0631234578 ISBN 13: 9780631234579

Publisher: Wiley–Blackwell, 2004

Synopsis

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.

About this title

Review

"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

"With up–to–date coverage, excellent descriptions of research and a sociocultural approach to problem solving, this book fills an important niche." Robert S. Siegler, Teresa Heinz Professor of Cognitive Psychology, Carnegie Mellon University

"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. Garton provides a refreshing account of the social aspects of problem solving as she examines not only the effects of collaboration but also the processes whereby children s learning is enhanced (bringing about cognitive change) and ultimately their longer–term cognitive development. Equally important, she nicely covers what it is that individual children bring to the collaborative experience their personal characteristics (flexibility, motivation, sociability, friendship with the social partner, etc.) that can have a dramatic impact on the problem–solving experience and consequences. 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

"A course book with the approach of the child as problem solver both in a social, collaborative sense and in relation to their own intrinsic skills. It explores in particular ways in which collaboration influences the cognitive outcome. It reviews the theories of Piaget and Vygotsky and proposes that a frutiful approach lies in examining characteristics of children that may lead them to benefit from collaboration." Scientific and Medical Network Review, Summer 2005

About the Author

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).

Edition details

• Publisher: Wiley–Blackwell
• Publication date: 2004
• Language: English
• ISBN 10: 0631234578
• ISBN 13: 9780631234579
• Binding: Hardcover
• Number of pages: 160