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Relevant bibliographies by topics / Problem solving in children

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Academic literature on the topic 'Problem solving in children'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 August 2024

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Journal articles on the topic "Problem solving in children"

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Kaur, Manpreet. "Social Problem-Solving Skills In Children: an Exploratory Study." Journal of Advances and Scholarly Researches in Allied Education 15, no. 8 (September 1, 2018): 21–29. http://dx.doi.org/10.29070/15/57863.

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Carpenter, Thomas P., Ellen Ansell, Megan L. Franke, Elizabeth Fennema, and Linda Weisbeck. "Models of Problem Solving: A Study of Kindergarten Children's Problem-Solving Processes." Journal for Research in Mathematics Education 24, no. 5 (November 1993): 428–41. http://dx.doi.org/10.5951/jresematheduc.24.5.0428.

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Seventy kindergarten children who had spent the year solving a variety of basic word problems were individually interviewed as they solved addition, subtraction, multiplication, division, multistep, and nonroutine word problems. Thirty-two children used a valid strategy for all nine problems and 44 correctly answered seven or more problems. Only 5 children were not able to answer any problems correctly. The results suggest that children can solve a wide range of problems, including problems involving multiplication and division situations, much earlier than generally has been presumed. With only a few exceptions, children's strategies could be characterized as representing or modeling the action or relationships described in the problems. The conception of problem solving as modeling could provide a unifying framework for thinking about problem solving in the primary grades. Modeling offers a parsimonious and coherent way of thinking about children's mathematical problem solving that is relatively straightforward and is accessible to teachers and students alike.

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Buschman, Larry. "Children Who Enjoy Problem Solving." Teaching Children Mathematics 9, no. 9 (May 2003): 539–44. http://dx.doi.org/10.5951/tcm.9.9.0539.

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Ward, Alan. "Problem Solving with Younger Children." Science Activities: Classroom Projects and Curriculum Ideas 24, no. 2 (May 1987): 31. http://dx.doi.org/10.1080/00368121.1987.10112942.

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Ameis, Jerry A. "Stories Invite Children to Solve Mathematical Problems." Teaching Children Mathematics 8, no. 5 (January 2002): 260–64. http://dx.doi.org/10.5951/tcm.8.5.0260.

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One important recommendation of Principles and Standards for School Mathematics (NCTM 2000) is the need to involve students in problem solving. One way to understand the term problem solving is to examine two aspects of the process: (1) teachers' creating classroom cultures that facilitate learning through problem solving and (2) children's solving mathematical problems.

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Seagull, Elizabeth A. "Suicidal Children: Solving the Unresolvable Problem." Contemporary Psychology: A Journal of Reviews 35, no. 3 (March 1990): 235–36. http://dx.doi.org/10.1037/028351.

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Dwairy, Marwan. "Using Problem-Solving Conversation With Children." Intervention in School and Clinic 40, no. 3 (January 2005): 144–50. http://dx.doi.org/10.1177/10534512050400030201.

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Blake, Sally, Sandra Hurley, and Bernard Arenz. "Mathematical problem solving and young children." Early Childhood Education Journal 23, no. 2 (December 1995): 81–84. http://dx.doi.org/10.1007/bf02353397.

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Dyah, Anung Driyas Maraning, and Farida Agus Setiawati. "The Problem Solving Skills in Kindergarten Student Based on the Stages of Problem Solving." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 3, no. 1 (April 12, 2019): 274. http://dx.doi.org/10.31004/obsesi.v3i1.174.

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The direct involvement of parents and teachers frequently appear in the problem solving which is faced by early childhood. Therefore, there are some problems that actually can be solved by children. This research aims to describe the level of children’s skill in solving the daily problem based on the problem solving thinking process. This research involve 25 children as participant in the range of age 4-6 years old in the Pertiwi Tumanggal Kindergarten. The collection of data was conducted by using interview technique. The data of children’s problem solving skill were quantitatively analysed. From the finding, it is obtained some results such as: (1) the most problem solving skill of children in Pertiwi Tumanggal Kindergarten is in medium category; (2) some items of statement which are still low are the reason to select the appropriate solution and the conviction in selecting the solutions

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Ereyi, Begum. "The Effects of Interpersonal Cognitive Problem-Solving Programme on Turkish Pre-school Children." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 6 (December 30, 2017): 47–50. http://dx.doi.org/10.18844/prosoc.v4i6.2911.

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The high-risk behaviours of pre-schoolers, which may cause more serious problems in adolescences’ period, can be prevented or reduced by well-structured educational programmes. In the light of this approach, this study describes the effectiveness of the Interpersonal Cognitive Problem-Solving Programme (ICPS), on developing cognitive problem-solving skills of Turkish pre-school children. One-group pre-test–post-test design was used to examine the problem-solving skills of 45 children. The findings show that ICPS has a significant effect on developing problem-solving skills of pre-school children. Moreover, the ICPS-trained children were significantly effective to resolve problems with peers and adults. There was no significant difference between boys and girls regarding to their interpersonal problem-solving skills. Keywords: Interpersonal cognitive problem-solving, preschool education, social skills, high-risk behaviours.

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Dissertations / Theses on the topic "Problem solving in children"

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Klein, Ana Maria. "Children's problem-solving language : a study of grade 5 students solving mathematical problems." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0030/NQ64590.pdf.

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Walden, Rachel Louise. "An exploration into how year six children engage with mathematical problem solving." Thesis, Brunel University, 2015. http://bura.brunel.ac.uk/handle/2438/14285.

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This thesis provides some new insight into children’s strategies and behaviours relating to problem solving. Problem solving is one of the main aims in the renewed mathematics National Curriculum 2014 and has appeared in the Using and Applying strands of previous National Curriculums. A review of the literature provided some analysis of the types of published problem solving activities and attempted to construct a definition of problem solving activities. The literature review also demonstrated this study’s relevance. It is embedded in the fact that at the time of this study there was very little current research on problem solving and in particular practitioner research. This research was conducted through practitioner research in a focus institution. The motivation for this research was, centred round the curiosity as to whether the children (Year Six, aged 10 -11 years old) in the focus institution could apply their mathematics to problem solving activities. There was some concern that these children were learning mathematics in such a way as to pass examinations and were not appreciating the subject. A case study approach was adopted using in-depth observations in one focus institution. The observations of a sample of Year Six children engaged in mathematical problem solving activities generated rich data in the form of audio, video recordings, field notes and work samples. The data was analysed using the method of thematic analysis utilising Nvivo 10 to code the data. These codes were further condensed to final overarching themes. Further discussion of the data shows both mathematical and non-mathematical overarching themes. These themes are discussed in more depth within this study. It is hoped that this study provides some new insights into children’s strategies and behaviours relating to problem solving in mathematics.

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Parry, Lisa. ""Interpersonal behaviour and social problem solving in children" /." Adelaide, 1998. http://web4.library.adelaide.edu.au/theses/09AR.PS/09ar.psp264.pdf.

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Welch, Malcolm W. (Malcolm William). "The strategies used by ten grade 7 students, working in single-sex dyads, to solve a technological problem." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=40467.

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The purpose of this study was to investigate the problem-solving strategies of students as they attempted to find a solution to a technological problem. Ten Grade 7 students, who had received no prior technology education instruction, were formed into single-sex dyads and provided with a design brief from which they designed and made a technological solution. The natural talk between the subjects was transcribed. A description of their designing-in-action was added to the transcript. Actions were coded using an empirically derived scheme grounded in both a general problem-solving model and theoretical models of the design process. Segments coded as designing were analyzed using descriptive statistics. This analysis provided the data for mapping, that is, visually representing the design process used by subjects.
Results showed that novice designers do not design in the way described in textbooks. Their strategy is not linear but highly iterative. Subjects developed their ideas using three-dimensional materials rather than two-dimensional sketches. They were unlikely to generate several possible solutions prior to modelling, but developed solutions serially. The act of modelling stimulated the generation of additional ideas. Evaluation occurred repeatedly throughout their designing.

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Martin, Megan Nicole. "Clinical Measurement of Problem Solving in Children with Autism." TopSCHOLAR®, 2018. https://digitalcommons.wku.edu/theses/2071.

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The current study examined verbal and non-verbal problem skills in twenty-seven male children 10-16 years of age, twelve with autism and fifteen children who were neurotypical. The goal of this study was to assess problem solving abilities of children with autism when compared to gender and age matched peers. The twenty-seven participants completed two assessments of the Rapid Assessment of Problem Solving and one online assessment of Raven’s Standard Progressive Matrices. Results of this study showed a .92 reliability of the RAPS for all twenty-seven participants. Correlation between the RAPS and RPM was .419 for all participants. The results of this study indicate a decreased ability to problem solve in children with autism when compared to their neurotypical age and gender matched peers. This study also indicated an increase from verbal problem solving to non-verbal problem solving in children with autism, indicating difficulty with the cognitive load required to solve problems verbally.

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Sullivan, Gary E. (Gary Eugene). "The Impact of Student Thinking Journals and Generic Problem Solving Software on Problem Solving Performance and Transfer of Problem Solving Skills." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc278982/.

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This study examined the effects of specially designed thinking journal activities that have been attributed with encouraging reflective thinking, on instruction using generic, or content-free problem solving software. Sixty-three fourth grade students participated in four instructional sessions using a software package called Moptown Hotel. Students completed separate posttests that measured (1) performance on problems of the same kind as those used in instruction, and (2) transfer of skills to other kinds of problems. Scores of students who wrote thinking journals prior to testing were compared with scores of students who did not. Results indicate that students who wrote thinking journals performed the same as students who did not when tested on problems similar to those practiced in class. Tests in which students transferred their skills to word problems, however, produced significant differences. There was no significant difference between scores when averaged over all four weekly occasions. However, for the final session alone, students who wrote thinking journals scored higher on tests of problem solving transfer than students who did not (p < .01). The study also examined the relationship between the degree of metacognitive thought displayed in students' journal entries, and their measured problem solving ability. Results indicate that students who had higher average reflectivity scores also had higher average problem solving performance and transfer scores (p < .05). It was also noted that the significant relationship between reflectivity and scores of problem solving ability was only observed in male students. It was concluded that under the right conditions, and for the right kinds of problems, thinking journal writing can help students understand their own thinking processes, resulting in improved problem solving behavior. The study also raises the question of whether there are differences between the ways that male and female students apply metacognitive awareness gained through journal writing experiences.

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Bushman, Bryan B. "Does Teaching Problem-Solving Skills Matter?: An Evaluation of Problem-Solving Skills Training for the Treatment of Social and Behavioral Problems in Children." DigitalCommons@USU, 2007. https://digitalcommons.usu.edu/etd/6126.

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Parent training combined with problem solving skills training has been proposed as a comprehensive treatment for childhood oppositional behaviors, poor child social skills, and parental stress . The current study compared Parent Training + Problem Solving Skills Training with a Parent Training + nondirective condition. Parents of 32 children first attended Parent Training . After the parents completed Parent Training, children were randomly assigned to individual therapy in either a Problem Solving Skills Training condition or a nondirective condition. Data comparisons between the groups were made at postindividual therapy and at 6-week follow-up. Results indicated that children in the Problem Solving Skills Training condition improved more than their counterparts regarding parent-reported, parent-observed, and child-reported social skills. Children in the Problem Solving Skills Training condition also improved more than children in the nondirective condition on parent-observed oppositional behaviors ; however , children in the non-directive condition demonstrated more improvement than their Problem Solving Skills Training counterparts on parent-reported measures of oppositional behaviors . There were no differences between the groups regarding parental stress. The clinical implications and limitations of these findings are discussed.

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Ahmadi, Olounabadi Atefeh. "TARLAN: A Simulation Game to Improve Social Problem-Solving Skill of ADHD Children." Thesis, University of Canterbury. Computer Science and Software Engineering, 2015. http://hdl.handle.net/10092/10693.

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Traditional classrooms in which children are expected to sit down quietly and listen to the teacher are not attractive to students in the era of technology. Therefore, researchers have started to study the possibilities of applying modern approaches to educational contexts. The interactive nature and the attractive virtual environment of computer games have made them a high-potential context for learning purposes. Sitting in a classroom is challenging for students with Attention Deficit Hyperactivity Disorder (ADHD)because of their inattentiveness, impulsivity, and hyperactivity, so that they distract easily.However, researchers have discovered that children with ADHD are not distracted when playing computer games. Therefore, computer games can be beneficial learning contexts that can attract ADHD children’s attention in order to teach them. So far, a large number of studies have been conducted to help ADHD children. Some researchers have worked on cognitive-training approaches to improve skills such as eye gaze, emotion recognition, and working memory enhancement of ADHD children. In addition to the core deficits associated with ADHD, children with ADHDalso face difficulties in social situations, because they are not equipped with the required social skills. Therefore, they face many problems in society that they cannot solve. Consequently, they face peer rejection or social isolation and other mental health problems. Social problem solving is a step-by-step process. For ADHD children, learning the different steps of social problem solving is difficult because they are inattentive. Moreover, acting upon the steps is also hard for ADHD children because they are impulsive. We developed a simulation game, named TARLAN, wherein different steps of solving a social problemare taught to ADHD children. We designed and developed real life scenarios in which children can practise, in order to enable them to apply what they have learnt from the game to real-life situations.TARLAN was designed in three phases, from the elementary level to more advanced levels in order to help the ADHD child gradually become an independent problem solver in society. That happens by building strong scaffolding around the child’s learning on the elementary level and remove it in the more advanced levels. This scaffolding/levelling within games has positive learning outcomes. Forty children with ADHD aged 8-12 were randomly allocated to two interventions, a computer-based intervention in which children worked with TARLAN and another intervention which was a standard psychological intervention. We also had a control group in which 20 children without ADHD also worked with TARLAN. The effectiveness of our game in improving social skills as well as problem behaviour of ADHD children was evaluated using the Social Skills Improvement System (SSIS), which is a standard psychologicalmeasure. The results of the SSIS showed that TARLANimproves children’s social acquisition and problem behaviour significantly more than a more expensive standard intervention led by a psychologist (role playing).Moreover, after analysingdata collected during the study,we found out that TARLANimproved children’s performance: the ADHD children reached the same performance level as children without ADHD after working with the game. These results open up the possibility of using games as helpful tools in teaching important life-changing subjects that are hard for ADHD children to learn from traditional approaches. Therefore, the educational life of ADHD children can be changedfrom a challenging experience into a rewarding and attractive experience and time and money can be saved.

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Lam, Tsz-ki. "Developing creativity and problem solving through story telling for preschool children." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35372941.

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Vance, Emily Diane. "Class Meetings: Teachers and Young Children Co-Constructing Problem Solving." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195029.

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Class Meetings with a teacher and group of young children (ages 3-5) provide a forum for creative group problem solving, both establishing a community of learners and developing oral language skills. The construction of a child's oral language and problem-solving skills is far reaching and is an underlying theme in many areas of social and emotional growth including moral development, character development, conflict resolution, identification of values, self esteem, and academic improvement. The theoretical framework for this study is based on various scholarly sources including those concerned with early childhood group learning, oral language, and problem solving.During this 12 week action research study, both teacher-talk and children's problem solving strategies were addressed to answer the following research questions: What roles do teachers play in Class Meetings? What types of teacher talk are used to influence student thinking and talk within Class Meetings? What problems are identified in a Class Meeting with young children? What problem-solving strategies do young children develop within Class Meetings? The research design and methodology include videotaping, audio taping Class Meetings and transcribing these interactions with preschool children in an early childhood classroom setting.Results indicate that during this study, attendance at the Class Meetings increased, and that young children, when given the opportunity to self-select, chose to attend the Class Meetings over other available activities. Also, this study suggests that the Class Meeting model and effective teacher-talk support student oral language, the use of positive communication, problem identification, and the development of problem solving strategies. Implications for early childhood educators, teacher educators, policymakers and researchers are discussed.

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Books on the topic "Problem solving in children"

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Thornton, Stephanie. Children solving problems. Cambridge, Mass: Harvard University Press, 1995.

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Bowers, Linda. Tasks of problem solving: Adolescent. East Moline, IL: LinguiSystems, 2007.

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Reynolds, Eleanor. Guiding young children: A problem-solving approach. 3rd ed. Mountain View, Calif: Mayfield Pub. Co., 2001.

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Reynolds, Eleanor. Guiding young children: A problem-solving approach. 4th ed. Boston [Mass.]: McGraw-Hill, 2008.

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Thornton, Stephanie. Children solving problems. Cambridge a. o.: Harvard university press, 1995.

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Janine, Blinko, and Spoor Mike, eds. Mathematical beginnings: Problem solving for young children. Colchester: Claire, 1988.

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Locke, Dan. HoPS: Hands-on Problem Solving. Minneola, Florida: [Dan and Lynne Locke], 2008.

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Doescher, Sue. You, your child, and problem solving. [Corvallis, Or.]: Oregon State University Extension Service, 1995.

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A, Reed Colleen, ed. Creative problem solving in occupational therapy: With stories about children. Philadelphia: Lippincott, 1998.

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Feldhusen, John Frederick. Creative thinking and problem solving in gifted education. 3rd ed. Dubuque, Iowa: Kendall/Hunt Pub. Co., 1985.

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Book chapters on the topic "Problem solving in children"

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Cassalia, Anna. "Creative Problem Solving Embedded Into Curriculum." In Teaching Gifted Children, 73–81. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238638-15.

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Margalit, Malka. "Computer Games and Problem Solving." In Effective Technology Integration for Disabled Children, 13–23. New York, NY: Springer New York, 1990. http://dx.doi.org/10.1007/978-1-4613-9006-0_2.

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Ugueto, Ana M., Lauren C. Santucci, Lauren S. Krumholz, and John R. Weisz. "Problem-Solving Skills Training." In Evidence-Based CBT for Anxiety and Depression in Children and Adolescents, 247–59. Chichester, UK: John Wiley & Sons, Ltd., 2014. http://dx.doi.org/10.1002/9781118500576.ch17.

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Eberle, Bob, and Bob Stanish. "Why Creative Problem-Solving for Children?" In CPS For Kids, 1–3. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233848-1.

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Meaney, Tamsin, Elena Severina, Monica Gustavsen, Camilla S. Hoven, and Sofie B. Larsen. "Mathematical and Computational Thinking in Children’s Problem Solving with Robots." In Teaching Mathematics as to be Meaningful – Foregrounding Play and Children’s Perspectives, 97–118. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-37663-4_8.

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AbstractProgrammable robots are now found in many early childhood centres. However, little research has considered how young children’s problem solving may link computational thinking to mathematical understandings. While most research about robots in kindergarten is from intervention studies to improve children’s computational thinking, in this study we observed two children solving tasks with a robot in a naturalistic setting. We identified when the children had a problem that they could not immediately solve, by looking for signs of uncertainty, for example by putting their hand to their mouth, stopping and/or looking up at the teacher. By analysing the children’s problem solving of those problems, alongside a teacher, we were able to identify how aspects of computational thinking were connected to mathematical understanding. In particular, number understandings, such as the difference between ordinal and cardinal counting and early addition, seemed important for solving problems related to sequencing, decomposition and debugging. The children’s developing understanding about counting may have contributed to the children’s uncertainty about programming the robot.

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Armstrong, Kathleen Hague, Julia A. Ogg, Ashley N. Sundman-Wheat, and Audra St John Walsh. "The Prevention Model and Problem Solving." In Evidence-Based Interventions for Children with Challenging Behavior, 31–40. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-7807-2_3.

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Cowen, Emory L., A. Dirk Hightower, JoAnne L. Pedro-Carroll, William C. Work, Peter A. Wyman, and William G. Haffey. "The Social Problem-Solving Program." In School-based prevention for children at risk: The Primary Mental Health Project., 191–209. Washington: American Psychological Association, 1996. http://dx.doi.org/10.1037/10209-008.

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Chakraborty, Saikat, Sruti Sambhavi, Prashansa Panda, and Anup Nandy. "An Ensemble Model for Gait Classification in Children and Adolescent with Cerebral Palsy: A Low-Cost Approach." In Soft Computing for Problem Solving, 73–83. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-6525-8_7.

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Barton, Thomas D. "Challenges When Family Conflicts Meet the Law—A Proactive Approach." In Children in Custody Disputes, 169–84. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-46301-3_9.

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AbstractThe final contributing chapter assumes that the effectiveness of addressing a social problem depends, in part, on the quality and appropriateness of the procedures used to address that problem. For the author, attributes of domestic relations problems—especially child custody issues—do not fit well with the capabilities of traditional legal procedures. However, this lack of fit between problem and procedure can be overcome and procedures improved. Using a proactive approach, the author identifies a need of acknowledging and incorporating different ways of speaking about domestic relations problems. He concludes that the legal system should supplement its traditional problem-solving methods with others, for example, the welfare system and psychology.

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Rubin, Kenneth H., and Linda Rose-Krasnor. "Interpersonal Problem Solving and Social Competence in Children." In Handbook of Social Development, 283–323. Boston, MA: Springer US, 1992. http://dx.doi.org/10.1007/978-1-4899-0694-6_12.

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Conference papers on the topic "Problem solving in children"

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Yeh, Tien-ling. "The Influence of Parent-child Toys and Time of Playing Together on Children’s Problem-Solving Skills in the Early Post-COVID Years." In 15th International Conference on Applied Human Factors and Ergonomics (AHFE 2024). AHFE International, 2024. http://dx.doi.org/10.54941/ahfe1005445.

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The COVID-19 pandemic has significantly impacted family lifestyles, children's capabilities, and parent-child interactions. This study aimed to explore the influences of parent-child interactions with toys and playing time on children’s problem-solving abilities in post-COVID-19. The research process included two phases: (1) Literature Review: The relationship among playtime, toy types, and children’s capability to solve problems.; and (2) Questionnaire Analyses. The questionnaire focuses on the influences of different types of parent-child toys and the time of playing together for age 2-6 kids on problem-solving skills. Choosing 32 questions from Social Problem-Solving Questionnaire (SPSQ) and Problem-Solving Style Questionnaire (PSSQ), preschool education specialists designed this questionnaire. Questionnaires were distributed in December 2023, and 30 of them were collected. The results are as follows. (1) Learning toys with numbers and symbols that aid in reading can help develop children’s logical thinking, thereby enhancing problem-solving skills. When parents and children engage in studying picture or illustration books together, it nurtures children's language capabilities and fosters interest in learning. Furthermore, sensory-motor playthings have a significant impact on the language development of children.; and (2) Children from families with accompanying playtime during 17:00-18:00 (before school time) or 21:00-22:00 (before/during bedtime) showed good analytical problem-solving capabilities. When faced with a complex problem, these children could identify the most crucial factor and, if they encountered a bottleneck, they would review the problem's context and related conditions to devise alternative solutions.

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Berg, Valeska, Mark McMahon, Michael Garrett, and Shane L. Rogers. "ENGAGING NEW PROBLEM SOLVING TASK FOR CHILDREN." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.0677.

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Jordan-Douglass, Anna, Vishesh Kumar, and Peter J. Woods. "Exploring computational thinking through collaborative problem solving and audio puzzles." In IDC '18: Interaction Design and Children. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3202185.3210766.

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Peng, Cheng, and Siyun Teng. "Beyond Problem-solving: Exploring Design Modes for Children’s Medical Care Service and Experience." In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003706.

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Driven by great passion of designing for the real world, College of Design and Innovation , Tongji University, reached out to Shanghai Children’s Medical Center in 2014 and established collaboration regarding this plan. We attempts to understand the cause for the children’s ‘crying’ and thus identify what could be done to solve the problems. By introducing and analysing this eight-year exploration, We found that following the traditional problem-solving was not a good solution to the communication problem between children patients and doctors. this paper attempts to understand and reframe the design modes in the context of designing for children’s medical care service and experience, We established a new design model of an IP-based communication system for children patients, the parents and the doctors, providing space for further discussion and practice.

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Khoirunnisa, Riza N. "Cooperative Games and Problem Solving Abilities in Preschool Children." In International Joint Conference on Arts and Humanities (IJCAH 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201201.079.

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Judd, Frances, and David Kim. "Osmo Kaleidoscope: Co-designing and Problem-solving with Children in S.T.E.A.M. App Development." In IDC '23: Interaction Design and Children. New York, NY, USA: ACM, 2023. http://dx.doi.org/10.1145/3585088.3594494.

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Zhu, Kening, Xiaojuan Ma, Gary Ka Wai Wong, and John Man Ho Huen. "How Different Input and Output Modalities Support Coding as a Problem-Solving Process for Children." In IDC '16: Interaction Design and Children. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2930674.2930697.

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Stan, Maria Magdalena. "Interpersonal Cognitive Problem-Solving And Social Self-Efficacy In Children." In Edu World 7th International Conference. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.05.02.241.

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Lee-Cultura, Serena, Kshitij Sharma, Giulia Cosentino, Sofia Papavlasopoulou, and Michail Giannakos. "Children’s Play and Problem Solving in Motion-Based Educational Games: Synergies between Human Annotations and Multi-Modal Data." In IDC '21: Interaction Design and Children. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3459990.3460702.

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Wai Michael Siu, Kin, Kwok Yin Angelina Lo, Yi Lin Wong, and Chi Hang Lo. "Playful Public Design by Children." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002044.

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The design of public space and facilities in a country park aims to serve a wide scope of people with diverse needs and interests. Research on human factors should include users of different ages and capabilities. Children are often a forgotten category of users for collecting views and preferences in public design. Their voices and ideas are seldom heard and heeded. It is crucial to involve children in the design process to optimise outdoor recreational and educational experience in a country park. Playful Public Design by Children is a design research project which involved 1,023 children aged 3 to 18. They were guided to use a human factors (or ergonomics) approach to identify and solve problems in the real-life setting of Shing Mun Country Park in Hong Kong. The design research, spanning from 2019 to 2020, was conceived and co-led by a public design lab of a university and a group of art and design studios for children and teenagers. This paper reports an investigation of children’s perception of, observations on and concerns about the country park and the values underlying these concerns. Different phases engaged children in site research and visual-based design projects. For clarity and more in-depth discussion, this paper focuses specifically on children aged 8 -12. The projects allowed children to participate in observing the inadequacies of current park features such as space and facilities design. Research findings reveal children’s ability to embrace complexity in different design situations as they adopted the role as researcher, designer and change-maker. The common problem-solving strategies among their proposed design ideas reflect their concern for fun, fulfilment, adventure, action and harmony of different users (animals included) in the shared outdoor environment. Their proposed design solutions go beyond existing park design that covers only functional and physical aspects. Children’s perspective addresses other human factors such as psychological, emotional and social needs of different users resulting in an array of whimsical designs, such as zoomorphic gazebos, tree houses and observation towers for star-gazing, bird-watching, daydreaming and quiet reading. The significance of the research project is in the pedagogical practice that reveals children’s inherent creativity, design ability and potential as contributing citizens. The project changes urban children’s perception of nature, design and problem-solving strategies, and parents’ perception of design education in children’s creative development. Through the lens of children, designers can find a more well-rounded view inclusive of different human factors that can optimise users' interaction with the country park environment.

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Reports on the topic "Problem solving in children"

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Norsworthy, Marcelo, Jennelle Thompson, and Emma Näslund-Hadley. IDB Briefly Noted: No. 7 : December, 2010: Building a Future of Inquisitive Scientists in Peru. Inter-American Development Bank, December 2010. http://dx.doi.org/10.18235/0008214.

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Peru's Ministry of Education has partnered with the Inter-American Development Bank (IDB) and LEGO Education to develop a program that helps children improve their ability to solve scientific problems using a set of curriculum materials that is affordable and can be brought to a national scale. Working in teams on problems that capture their interest, students devise solutions, reflect on what they build while solving the problem, and apply what they have learned to new challenges. This brief describes a pilot initiative and its evaluation design and baseline.

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VEDESHKINA, NATALIA A., and VALENTINA A. MAXIMENKO. COMPUTER GAME "THE WAY TO A SECURE INTERNET". SIB-Expertise, November 2023. http://dx.doi.org/10.12731/er0743.18112023.

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The computer game "The Way to a secure Internet" was created by teachers of the MDOU "D/ s № 73" of Magnitogorsk on the cross-platform environment for the development of Unity computer programs. The game is aimed at older preschool children. It is aimed at the formation of life skills of students in the information society in order to ensure the information security of children. The main educational material is the selection of rules for safe behavior when using the Internet information network by students, taking into account the peculiarities of children's perception of information. The plot of the game situation and the algorithm of sequential actions of the user in order to move from one level to another suggest the following stages of the educational course and, accordingly, game tasks for the player: get and assimilate information about the dangers on the Internet, listen (read) the rule about safe behavior on the Internet, get acquainted with the game situation, choose the right solution, applying the rule about safe behavior on the Internet. The introductory information contains options for dangerous situations in which a child may find himself in the real world with incorrect communication on the Internet. The information included in the training information introduces preschoolers to the rules of safe behavior on the Internet. The control of the assimilation of educational material is presented at the game level of solving a problem situation. When choosing an answer, the game reality is realized in one of two directions: the correct answer - the training material is learned – the player moves to the next level; the wrong answer – the training material is not learned – the player returns to the level of familiarity with the rule. The system of criteria for evaluating user behavior during the implementation of an interactive game is expressed in the accumulation of bonuses (presented in the form of stars that appear on the playing field in the process of solving game problems).

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Hillier, Lucy. People-driven Solutions: An Introduction to Facilitating Deep Participation for Systemic Change Through Systemic Action Research Programming. Institute of Development Studies, June 2024. http://dx.doi.org/10.19088/clarissa.2024.040.

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CLARISSA evidence builds upon an existing body of evidence (Burns, 2014; Howard et al., 2021) around deeply participatory processes, where children and adults are given significant decision-making power, and supported to collect data, analyse, and take action in order to shift system dynamics to improve their lives. Critical factors within a process of whole systems change are facilitating child- and people-driven evidence generation; participatory learning and action processes around underlying system dynamics and how they drive a problem; and a high level of collective ownership by participants. These critical factors can be enabled through a facilitation approach, inclusive participation, collective problem-solving, and by giving more decision-making power to children and adult stakeholders by considering them as agents of change. The purpose of this resource is to introduce development and humanitarian organisations and their teams to a programme approach and methodology which can enable deeply participatory, learning- and action-oriented, whole systems change. It is written with the understanding that while most development and humanitarian organisations and programmes are not set up to ‘do research’, this does not mean that they cannot start to use the principles of a Systemic Action Research approach to enhance their work. This resource can help demystify the perception that robust, participatory, child- and people-led Action Research is more difficult or not possible; only relevant for monitoring, evaluation and learning teams; or that the methods are too technical for most practitioners or local participants.

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Berlanga, Cecilia, Emma Näslund-Hadley, Enrique Fernández García, and Juan Manuel Hernández Agramonte. Hybrid parental training to foster play-based early childhood development: experimental evidence from Mexico. Inter-American Development Bank, May 2023. http://dx.doi.org/10.18235/0004879.

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Play during early childhood is key to stimulating childrens physical, social, emotional and cognitive development; it promotes their imagination and creativity, improves their problem-solving skills and enhances their learning readiness by providing the foundations to build skills later in their lives. Parental engagement in play-based learning at home is one of the behaviors most consistently associated with positive child development. However, it is concerning that levels of parental engagement in play activities have been found to be lower in low-resourced settings. Additionally, research on play-based learning is largely limited to high-income countries and little is known about the use of hybrid interventions that promote play-based learning at home. This study uses an experimental design to estimate the effects of a hybrid large-scale parental program to promote play-based learning in the state of Morelos, Mexico. We found a positive impact on parental investment, as caregivers of the treatment group had a FCI 0.13 SD higher than the control group. The treatment group performed the following activities more often than the control group: reading books /looking at pictures (0.12 SD), singing songs (0.11 SD), and playing with toys (0.17 SD), which incentivize learning, emotional and cognitive skills development in children. The study also found a significant effect of 0.19 SD on the CDC index for those caregivers who invested less than the median FCI at the baseline. Our findings support the importance of parental training for increased quality and time of caregiver investments in play activities, which lead to improved child outcomes, especially among children in households with the lowest levels of caregiver investment at baseline.

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Barley, Michael W. Adaptive Problem Solving. Fort Belvoir, VA: Defense Technical Information Center, June 2014. http://dx.doi.org/10.21236/ada606629.

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Mutebi, Natasha. Problem-solving courts. Parliamentary Office of Science and Technology, UK Parliament, July 2023. http://dx.doi.org/10.58248/pn700.

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Problem-solving courts (PSC) are a problem-solving approach targeting the complex needs of individuals within the criminal or family justice systems. Over the last 20 years, PSC have been introduced into the UK to address the personal, social and structural factors underlying behavioural issues that often contribute to re-offending. In June 2023, the Ministry of Justice launched three courts with problem-solving components referred to as Intensive Supervision Courts (ISC). Focusing on rehabilitative outcomes, PSC combine intervention programmes with judicial oversight through regular reviews. By placing judges and magistrates at the centre of rehabilitation, PSC target individuals or families with complex needs, who might not benefit from standard court proceedings and supervision, with an aim to improve long-term life outcomes. This POSTnote provides an overview of PSC in England and Wales. It outlines different PSC and courts with PSC elements that operate within adult criminal courts, family courts and youth courts across England and Wales, drawing data from case studies in the UK and, where relevant, internationally. It also discusses potential challenges to fully implement PSC and their approaches as well as opportunities for more effective implementation of PSC across England and Wales. Key points Key elements of PSC include intensive intervention programmes, that seek to address underlying social and health issues through regular judicial monitoring and cross-governmental collaborative efforts. Several ongoing PSC and courts with PSC elements operate within adult criminal courts, family courts and youth courts across England and Wales. Although there is a substantial international evidence base, there seems to be limited evidence about the effectiveness of PSC in the UK due to inconsistent implementation and evaluation. Challenges to PSC implementation can include costs, lack of funding, limited evidence, procedural issues and lack of widespread judicial engagement. Opportunities for effective PSC implementation include use of existing resources, multi-agency partnerships, advocating for specialist services and a change in culture within the judiciary.

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Camilo, Cláudia, Andréia Salmazo, Margari da Vaz Garrido, and Maria Manuela Calheiros. Parents’ executive functioning in parenting outcomes: A meta-analytic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, March 2023. http://dx.doi.org/10.37766/inplasy2023.3.0067.

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Review question / Objective: Guided by the PRISMA guidelines, this study aims to systematically review and meta-analyze the literature exploring the association between parents’ basic and higher-order executive functions in adulthood (working memory, inhibitory control, cognitive flexibility, planning, reasoning, problem-solving) and positive and negative parenting outcomes (parenting practices, behaviors, styles). Eligibility criteria: his meta-analysis will include: 1) Studies that analyze the association of mothers’/ fathers’ basic and higher-order executive functions in adulthood and parenting outcomes (e.g., parental styles, behaviors, quality of interaction, abusive or violent practices); 2) Quantitative empirical studies (correlational, longitudinal, and group comparison designs); 3) Peer-reviewed articles or dissertations, published in English, Spanish, or Portuguese. The exclusion criteria are: 1) Studies analyzing children’s executive functions; 2) Studies analyzing children’s developmental outcomes; 3) Studies not focusing on parenting outcomes; 4) Qualitative studies, and non-empirical studies such as theoretical reviews, systematic reviews, or meta-analyses.

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Franklin, R., and L. Harmon. Heuristics for Cooperative Problem Solving. Fort Belvoir, VA: Defense Technical Information Center, February 1989. http://dx.doi.org/10.21236/ada206371.

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Wilkins, David E. Research on Problem-Solving Systems. Fort Belvoir, VA: Defense Technical Information Center, February 1988. http://dx.doi.org/10.21236/ada195154.

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Gudivada, V. N., and R. Loganantharaj. Temporal Reasoning and Problem Solving. Fort Belvoir, VA: Defense Technical Information Center, January 1992. http://dx.doi.org/10.21236/ada248457.

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