Log in

Relevant bibliographies by topics / Problem solving in children / Journal articles

To see the other types of publications on this topic, follow the link: Problem solving in children.

Journal articles on the topic 'Problem solving in children'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 August 2024

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Problem solving in children.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

11

Adams, Sue K., Karla Klein Murdock, Elizabeth L. McQuaid, and Lori-Ann Lima. "The Role of Parents' Medication Beliefs, Religious Problem-Solving, and Risks for Treatment Nonadherence in Urban Families with Asthma." Health Services Insights 4 (January 2011): HSI.S6464. http://dx.doi.org/10.4137/hsi.s6464.

Full text

Abstract:

Childhood asthma is highly prevalent, affecting approximately nine million children in the United States. Negative effects of pediatric asthma are disproportionately experienced by ethnic minorities living in low-income, urban settings. Given the great diversity in families' ways of addressing children's asthma symptoms, sociocultural factors underlying asthma disparities must be examined. The current study investigated associations among parents' beliefs about conventional and holistic/alternative medications, parents' religious problem-solving strategies and childrens' risks for asthma treatment nonadherence. The sample included 66 parents of ethnically diverse children with asthma living in urban settings. Factor analysis of the Religious Problem Solving Questionnaire yielded two factors, self-directed (ie, solving problems independently of God) and God-involved problem solving. Parents' strong positive beliefs about conventional and alternative medications were associated with greater self-directed problem solving and with more risks for nonadherence. Higher levels of self-directed problem solving also were associated with more risks for nonadherence. Self-directed problem solving mediated the associations of conventional and alternative medication beliefs with risks for nonadherence. Possible explanations for these findings are discussed.

APA, Harvard, Vancouver, ISO, and other styles

12

Leutzinger, Larry P. "Ideas." Arithmetic Teacher 34, no. 5 (January 1987): 19–24. http://dx.doi.org/10.5951/at.34.5.0019.

Full text

Abstract:

Ideas this month focuses on the topic of problem solving. Children need to develop strategies to solve process problems as described in the “Problem Solving: Tips for Teachers” sections of the Arithmetic Teacher. They also need to develop skills in reading, comprehending, and solving story problem. This month's activities involve the children in interpreting story problems, drawing their own conclusions, and making guesses.

APA, Harvard, Vancouver, ISO, and other styles

13

ar, Mehmet, Yi enol, Selda Koca, and Fatma enol. "Problem Solving Skills and Internet Addiction in Gifted Children." Psychiatry and Behavioral Sciences 14, no. 2 (2024): 116. http://dx.doi.org/10.5455/pbs.20231215123100.

Full text

Abstract:

Objective: Internet addiction, which has become a problem of all ages, threatens the mental health of gifted children by affecting different developmental areas of their lives. However, the characteristic features of gifted children, such as high problem-solving skills, are a protective factor in the emergence of internet addiction behavior. In this direction, it is aimed to examine the effect of gifted children's problem solving skills on internet addiction. Methods: Structural Equation Model was used in the study. The study group consists of children with general talents who are attending a Science and Art Center in the Inner Aegean region of Turkey. Internet Addiction Scale and Problem Solving Inventory for Children were used as data collection tools. The Pearson correlation coefficient was used to evaluate the correlation. To evaluate the fit of the Structural Equation Model, statistically insignificant Chi-square (p>0.05), Chi-square and degrees of freedom ratio being less than 2, the comparative fit index, the Tucker -Lewis Index and Incremental fit index greater than 0.95 and RMSEA value less than 0.08 were accepted. Results: The model that met these conditions was accepted as a compatible model. According to the result of the structural equation model; high problem solving skills decreased internet addiction. Conclusion: The results show that the problem solving skills of gifted children are effective on internet addiction. Gifted children are aware of the problems and can cope with internet addiction problems before they occur. Although the internet addiction levels of gifted children were low in the study, it is noteworthy that even low-level addiction affects the problem solving skills of gifted children. Therefore, in order to prevent internet addiction, which is a problem experienced by all individuals, gifted children should develop their problem solving skills.

APA, Harvard, Vancouver, ISO, and other styles

14

Buschman, Larry. "Teaching Problem Solving in Mathematics." Teaching Children Mathematics 10, no. 6 (February 2004): 302–9. http://dx.doi.org/10.5951/tcm.10.6.0302.

Full text

Abstract:

Teachers face many challenges when attempting to teach problem solving to young children. This article examines these challenges from a classroom teacher's perspective and suggests ways to facilitate reform in mathematics instruction.

APA, Harvard, Vancouver, ISO, and other styles

15

Malik, Sangeeta, Shanti Balda, Shakuntla Punia, and Krishna Duhan. "Educating Aberrant Children for Social Problem-Solving." International Journal of Educational Sciences 2, no. 2 (December 2010): 75–79. http://dx.doi.org/10.1080/09751122.2010.11889991.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Joseph, Gail E., and Phillip S. Strain. "Teaching Young Children Interpersonal Problem-Solving Skills." Young Exceptional Children 13, no. 3 (May 12, 2010): 28–40. http://dx.doi.org/10.1177/1096250610365144.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Hughes, Jane C., Elizabeth V. Brestan, Brian D. Christens, Lori J. Klinger, and Linda Anne Valle. "Problem-Solving Interactions Between Mothers and Children." Child & Family Behavior Therapy 26, no. 1 (January 29, 2004): 1–16. http://dx.doi.org/10.1300/j019v26n01_01.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Davis, Gary, and Kristine Pepper. "Mathematical problem solving by pre-school children." Educational Studies in Mathematics 23, no. 4 (August 1992): 397–415. http://dx.doi.org/10.1007/bf00302442.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Barrouillet, Pierre, Mathilde Mignon, and Catherine Thevenot. "Strategies in subtraction problem solving in children." Journal of Experimental Child Psychology 99, no. 4 (April 2008): 233–51. http://dx.doi.org/10.1016/j.jecp.2007.12.001.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

MacKay, Gilbert, and Stephanie Thornton. "Children Solving Problems." British Journal of Educational Studies 44, no. 3 (September 1996): 336. http://dx.doi.org/10.2307/3122465.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Lowrie, Tom. "Designing a Framework for Problem Posing: Young Children Generating Open-Ended Tasks." Contemporary Issues in Early Childhood 3, no. 3 (October 2002): 354–64. http://dx.doi.org/10.2304/ciec.2002.3.3.4.

Full text

Abstract:

This article describes the type of problems young children (aged six) generated in problem-posing contexts. With support, the children began to generate increasingly sophisticated problems that were open-ended in nature. The problem-solving situations provided opportunities for the children to pose problems they enjoyed solving and promoted both a more complex and motivating learning environment. The results indicate that the problem-posing actions of students can be nurtured by teachers' actions.

APA, Harvard, Vancouver, ISO, and other styles

22

Fraser, Mark W. "Cognitive Problem Solving and Aggressive Behavior among Children." Families in Society: The Journal of Contemporary Social Services 77, no. 1 (January 1996): 19–32. http://dx.doi.org/10.1606/1044-3894.836.

Full text

Abstract:

The author reviewed recent research on the way aggressive children think about social opportunities and solve social problems. On the basis of this literature, the author distills implications for refining family preservation services with antisocial, aggressive children and their families. Special emphasis is focused on the role that cognitive problem solving plays in the social development of delinquent youth.

APA, Harvard, Vancouver, ISO, and other styles

23

Mai Huyen, Anh. "The status of the problem-solving skills formation level of 5-6-year-old children at a preschool in Hanoi." Journal of Science Educational Science 67, no. 4A (December 2022): 267–75. http://dx.doi.org/10.18173/2354-1075.2022-0113.

Full text

Abstract:

This research is to investigate the formation level of problem-solving skills of 40 5-6-yearold children at a preschool in Hanoi through 03 survey exercises on children, combined with observation method and evaluation based on the rubrics and scale built. The survey results show that problem-solving skills among children have an unequal division, most of them at a medium level, which means that the teacher's help also plays an important role. On the other hand, some children at a high level demonstrate potential in solving novel and rather complex problems. Children perform best in problem-finding and presentation skill, and solution-selection skills, while planning skills are relatively underdeveloped. These discoveries are an essential practical basis to propose an appropriate process of forming problem-solving skills for 5 to 6 years old children.

APA, Harvard, Vancouver, ISO, and other styles

24

Sowder, Larry, Paul Cobb, Erna Yackel, Terry Wood, Grayson Wheatley, and Graceann Merkel. "Research into Practice: Creating a Problem-solving Atmosphere." Arithmetic Teacher 36, no. 1 (September 1988): 46–47. http://dx.doi.org/10.5951/at.36.1.0046.

Full text

Abstract:

Our ongoing project involves twenty-three second-gradc teachers who are teaching all their mathematics, including computation, through mallgroup problem solving and wholeclas discusion. Typically the children first work on problem-centered mathematical activities in pair or occasionally in group of three. During this phase of the lesson, the teacher moves from group to group, observing and interacting with the children while they do mathematics. After fifteen or twenty minutes, the teacher asks the children to stop working and begins a whole-class di scussion of their solution to the problems.

APA, Harvard, Vancouver, ISO, and other styles

25

Waschbusch, Daniel A., Trudi M. Walsh, Brendan F. Andrade, Sara King, and Normand J. Carrey. "Social Problem Solving, Conduct Problems, and Callous-Unemotional Traits in Children." Child Psychiatry and Human Development 37, no. 4 (November 14, 2006): 293–305. http://dx.doi.org/10.1007/s10578-006-0033-6.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Gerkensmeyer, Janis E., Cynthia S. Johnson, Eric L. Scott, Ukamaka M. Oruche, Laura M. Lindsey, Joan K. Austin, and Susan M. Perkins. "Problem-Solving Intervention for Caregivers of Children With Mental Health Problems." Archives of Psychiatric Nursing 27, no. 3 (June 2013): 112–20. http://dx.doi.org/10.1016/j.apnu.2013.01.004.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Garton, Alison F., and Robin Harvey. "Does social sensitivity influence collaborative problem solving in children? A preliminary investigation." Australian Educational and Developmental Psychologist 23, no. 2 (2006): 5–16. http://dx.doi.org/10.1017/s0816512200028959.

Full text

Abstract:

AbstractThis study explores whether social sensitivity influences children’s problem solving skills or learning after collaboration with a peer. Most research into the impact of collaborative problem solving on individual skills demonstrates that the problem solving skills an individual brings to the collaborative process are a key factor in predicting the presencelabsence of cognitive change. Only recently have other attributes and/or skills, such as social or interpersonal sensitivity, been considered within this framework. This study investigates whether interpersonal sensitivity contributes to differential outcomes in learning after collaborative problem solving. One hundred 8-year-old children participated in a pre-test/collaboration/post-test design study where four groups based on pre-test problem solving ability (high/low) and pre-test social sensitivity scores (high/low) were constructed for the collaborative problem solving task. Low ability/high sensitivity children showed pre- to post-test improvement in their problem solving when paired with high ability children. Social sensitivity only predicted final problem solving in high sensitivity children. Pre-test and collaborative problem solving levels predicted post-test problem solving for children classified as high problem solving/high sensitivity. Results are discussed in relation to how social sensitivity may differentially affect the problem solving skills of children with different patterns of ability.

APA, Harvard, Vancouver, ISO, and other styles

28

Wilson, Charlotte, and Claire Hughes. "Worry, Beliefs about Worry and Problem Solving in Young Children." Behavioural and Cognitive Psychotherapy 39, no. 5 (June 8, 2011): 507–21. http://dx.doi.org/10.1017/s1352465811000269.

Full text

Abstract:

Background: Childhood worry is common, and yet little is known about why some children develop pathological worry and others do not. Two theories of adult worry that are particularly relevant to children are Davey's problem-solving model in which perseverative worry occurs as a result of thwarted problem-solving attempts, and Wells’ metacognitive model, in which positive and negative beliefs about worry interact to produce pathological worry. Aims: The present study aimed to test hypotheses that levels of worry in young children are associated with poor or avoidant solution generation for social problems, and poor problem-solving confidence. It also aimed to explore beliefs about worry in this age group, and to examine their relationships with worry, anxiety and age. Method: Fifty-seven young children (6–10 years) responded to open ended questions about social problem-solving situations and beliefs about worry, and completed measures of worry, anxiety and problem-solving confidence. Results: Children with higher levels of worry and anxiety reported using more avoidant solutions in social problem situations and children's low confidence in problem solving was associated with high levels of worry. Children as young as 6 years old reported both positive and negative beliefs about worry, but neither were associated with age, gender, or level of anxiety or worry. Conclusions: Results indicate similarities between adults and children in the relationships between problem-solving variables and worry, but not in relationships between beliefs about worry and worry. This may be due to developmental factors, or may be the result of measurement issues.

APA, Harvard, Vancouver, ISO, and other styles

29

Amiliya, Reni, and Anung Dryas M. "Pembelajaran Berbasis Alam untuk Kemampuan Problem Solving Anak Usia Dini." MITRA ASH-SHIBYAN: Jurnal Pendidikan dan Konseling 3, no. 02 (July 6, 2020): 79–87. http://dx.doi.org/10.46963/mash.v3i02.158.

Full text

Abstract:

Problems always exist throughout human life, including early childhood. Early childhood are required to be able to solve each of their own problem properly. Currently there are still children who have not been able to solve the problems they face without the help of teachers or other adults. To overcome this problem, researchers proposes nature-based learning to develop children's problem solving abilities. This learning offers children as active learners who are free to play and explore so that they will gain their own experience and knowledge directly. The experience and knowledge gained is used by children to overcome the problems they encounter. The effectiveness of nature-based learning was evaluated by designing learning activities carried out by the quasi-experimental method for 36 children. Two variables: nature-based learning and problem solving abilities. The results showed that there was a significant increase in the problem solving ability of early childhood by 86.11%.

APA, Harvard, Vancouver, ISO, and other styles

30

Julaeha, Siti, Muhidin Muhidin, Aan Hasanah, and Bambang Saeful Arifin. "Pengembangan Model Pendidikan Karakter Komunitas Anak Jalanan." Jurnal Dirosah Islamiyah 3, no. 3 (July 26, 2021): 350–61. http://dx.doi.org/10.47467/jdi.v4i1.451.

Full text

Abstract:

This study tries to unravel the problems of street children related to character building, especially in the aspects of personal and social skills. So we need a model of character education that is considered suitable to be implemented in street children. This study uses a qualitative approach with library research methods. The results of this study conclude that, Among the character education models that can be implemented on street children are problem-based learning models, emphasizing more on the application of problem solving methods or problem solving which by John Dewey consists of six learning steps as follows: 1) formulating problems; 2) analyze the problem; 3) formulate hypotheses; 4) collect data; 5) hypothesis testing; and 6) formulate problem solving recommendations.

APA, Harvard, Vancouver, ISO, and other styles

31

Julaeha, Siti, Muhidin Muhidin, Aan Hasanah, and Bambang Saeful Arifin. "Pengembangan Model Pendidikan Karakter Komunitas Anak Jalanan." Jurnal Dirosah Islamiyah 3, no. 3 (July 26, 2021): 350–61. http://dx.doi.org/10.47467/jdi.v3i3.451.

Full text

Abstract:

This study tries to unravel the problems of street children related to character building, especially in the aspects of personal and social skills. So we need a model of character education that is considered suitable to be implemented in street children. This study uses a qualitative approach with library research methods. The results of this study conclude that, Among the character education models that can be implemented on street children are problem-based learning models, emphasizing more on the application of problem solving methods or problem solving which by John Dewey consists of six learning steps as follows: 1) formulating problems; 2) analyze the problem; 3) formulate hypotheses; 4) collect data; 5) hypothesis testing; and 6) formulate problem solving recommendations.

APA, Harvard, Vancouver, ISO, and other styles

32

Julaikha, Siti, Erwin Muslim, Nurwadjah Ahmad, and Andewi Suhartini. "Aktualisasi Model Pembinaan Karakter Komunitas Anak Jalanan." Al-Wasathiyah: Journal of Islamic Studies 2, no. 1 (November 26, 2022): 70–76. http://dx.doi.org/10.56672/alwasathiyah.v2i1.59.

Full text

Abstract:

This study tries to unravel the problems of street children related to character building, especially in the aspects of personal and social skills. So we need a model of character education that is considered suitable to be implemented in street children. This study uses a qualitative approach with library research methods. The results of this study conclude that, Among the character education models that can be implemented on street children are problem-based learning models, emphasizing more on the application of problem solving methods or problem solving which by John Dewey consists of six learning steps as follows: 1) formulating problems; 2) analyze the problem; 3) formulate hypotheses; 4) collect data; 5) hypothesis testing; and 6) formulate problem solving recommendations. Keywords: character, education, model, society

APA, Harvard, Vancouver, ISO, and other styles

33

Julaikha, Siti, Erwin Muslim, Nurwadjah Ahmad, and Andewi Suhartini. "Aktualisasi Model Pembinaan Karakter Komunitas Anak Jalanan." Al-Wasathiyah: Journal of Islamic Studies 2, no. 2 (November 26, 2022): 70–76. http://dx.doi.org/10.56672/alwasathiyah.v2i2.59.

Full text

Abstract:

This study tries to unravel the problems of street children related to character building, especially in the aspects of personal and social skills. So we need a model of character education that is considered suitable to be implemented in street children. This study uses a qualitative approach with library research methods. The results of this study conclude that, Among the character education models that can be implemented on street children are problem-based learning models, emphasizing more on the application of problem solving methods or problem solving which by John Dewey consists of six learning steps as follows: 1) formulating problems; 2) analyze the problem; 3) formulate hypotheses; 4) collect data; 5) hypothesis testing; and 6) formulate problem solving recommendations. Keywords: character, education, model, society

APA, Harvard, Vancouver, ISO, and other styles

34

Yancey, Anna V., Charles S. Thompson, and John S. Yancey. "Children Must Learn to Draw Diagrams." Arithmetic Teacher 36, no. 7 (March 1989): 15–19. http://dx.doi.org/10.5951/at.36.7.0015.

Full text

Abstract:

General agreement can be found that verbal problem solving is one of the most important yet one of the most difficult-to-teach topics in elementary school mathematics. Many authors have expressed the opinion that children perform better in mathematics problem-solving situations when diagrams or pictures of the problems are provided by the teacher to elicit appropriate mental images (e.g., Driscoll 1979; Nelson 1974; Riedesel 1969; Threadgill-Sowder and Sowder 1982).

APA, Harvard, Vancouver, ISO, and other styles

35

NAKAZNYI, Mykola. "BULLYING: PROBLEM SOLVING ALGORITHM." Dnipro Academy of Continuing Education Herald. Series: Philosophy, Pedagogy, Vol. 1 No. 2 (2022) (October 14, 2022): 52–56. http://dx.doi.org/10.54891/2786-7005-2022-1-9.

Full text

Abstract:

The article presents the algorithm of actions of pedagogical staff of a general secondary education institution in case of detection of signs or facts of bullying (harassment), namely: notification of bullying (harassment), investigation of the facts of bullying (harassment) by the head of the educational institution, establishment of a commission to consider cases of bullying (harassment) ). Subjects of response and responsibility of persons for committing bullying (harassment) are also considered. The focus is on preventive measures regarding bullying. The main ones are measures of educational influence. It was determined that the main role in solving these issues belongs to the head of the institution, who takes and ensures the necessary measures to provide social, psychological and pedagogical services to students. A practical psychologist and a social pedagogue, within the scope of their job duties, constantly work and diagnose the state of the psychological climate in the team, in which the bullying (harassment) took place; develop a plan for corrective work with the offender and witnesses, parents or their legal representatives; implement an individual rehabilitation program for the victim; develop a plan of preventive measures for the group of observers. And most importantly, they provide support for pedagogical workers who conduct the educational process in a class group where a case of bullying (harassment) has been recorded, providing psychological support for students of education. It has been established that the subjects of response in case of detection of a case of bullying in educational institutions are: the service of the educational ombudsman; services for children; social service centers for family, children and youth; local governments; managers and other employees of educational institutions; founder(s) of educational institutions or a body authorized by him/her; territorial bodies (units) of the National Police of Ukraine. It should be emphasized that the list of measures of educational influence is determined and planned by th bullying, which is created in the institution of general secondary education. It was found that the head of the institution should take and ensure the necessary measures to provide social, psychological and pedagogical services to the students of education. A significant role in this line of work is given to practical psychologists and social pedagogues. A practical psychologist and a social pedagogue, within the scope of their duties, diagnose the state of the psychological climate in the team in which the bullying took place; develop a plan for corrective work with the offender and witnesses, parents or their legal representatives; implement an individual rehabilitation program for the victim; develop a plan of preventive measures for the group of observers.

APA, Harvard, Vancouver, ISO, and other styles

36

Brammer, Lawrence. "Teaching Personal Problem Solving to Adults." Journal of Cognitive Psychotherapy 4, no. 3 (January 1990): 267–79. http://dx.doi.org/10.1891/0889-8391.4.3.267.

Full text

Abstract:

Solving personal problems is a basic life skill. The goal is to achieve problem-solving competence in applying a variety of models, three of which are trial and error/reinforcement, linear/rational, and intuitive/creative. The focus in this article is on the intuitive creative model that deals with novel problematic situations. Conditions of readiness for solving problems with any model are accurate problem awareness and appraisal of the problem, an attitude of meeting a challenge, self-efficacy or confidence in one’s ability to solve problems, and an appropriate problem-solving set. While much research has been devoted to studying children and college youth in laboratory situations doing essentially thinking types of tasks, little research has been done with middle-aged and older adults. More research is needed on how adults learn problem-solving skills, and how they might develop greater problem-solving competence.

APA, Harvard, Vancouver, ISO, and other styles

37

Srihilmawati, Rostika. "PROBLEM SOLVING ABILITY IN EARLY CHILDREN'S MATHEMATICS LEARNING." International Journal of Emerging Issues in Early Childhood Education 4, no. 1 (May 31, 2022): 51–58. http://dx.doi.org/10.31098/ijeiece.v4i1.531.

Full text

Abstract:

The problems in this study were (1) what kind of problem solving abilities the children had before the use of beams in learning mathematics in group B at Kartika Kindergarten class X-1 (2) what kind of problem solving ability of children after using bea media in mathematics learning in group B at Kartika Kindergarten class X-1 (3) Is there a difference in problem solving ability in group B at Kartika Kindergarten class X-1 before and after using beam or block media. The general objective in this study is to determine whether there is an effect after using beam media on problem-solving abilities in early childhood mathematics learning. This study used a pre-experimental method, the research subjects were group B children in Kartika Kindergarten class X-1 Bandung. As for the data to be obtained is the result of observations, interviews, documentation and tests. Researchers performed a pretest and posttest on group B to increase problem-solving abilities in early childhood mathematics learning. The results showed that there was an effect of beam media on the problem-solving ability in group B they got an average of 22.66% in the initial test while the final test were 27.26%. Keywords: Beam or Block Media, Early Childhood Problem Solving Ability

APA, Harvard, Vancouver, ISO, and other styles

38

Van de Walle, John A., and Helen Holbrook. "Patterns, Thinking, and Problem Solving." Arithmetic Teacher 34, no. 8 (April 1987): 6–12. http://dx.doi.org/10.5951/at.34.8.0006.

Full text

Abstract:

To get young children to think on their own is most difficult. By third grade, they seem to be well into the pattern of waiting to be told exactly how to do something. Then they copy the procedure routinely. This “copy what I've been told” syndrome, which appear in virtually every subject area, is counterproductive to the development of problem-solving skills. By it very nature, to solve a problem means one must think about the problem; choose. try, and test strategies for solving it; and finally find an answer. To be told how to solve a problem immediately reduces it to an exercise.

APA, Harvard, Vancouver, ISO, and other styles

39

Micheyl, Christophe, Lionel Collet, Michel Zorman, and Monique Jacquier-Roux. "Verbal Skills in Numerical Problem Solving by Children." Perceptual and Motor Skills 79, no. 1 (August 1994): 93–94. http://dx.doi.org/10.2466/pms.1994.79.1.93.

Full text

Abstract:

The relationships between verbal and mathematical performances were examined in 60 children (26 girls and 34 boys, mean age = 9.1 yr, SD = 0.3) for scores on standard school tests. Scores for numerical problem solving appeared to correlate mainly with verbal performances such as text comprehension ( r = 0.65, p < .05) and knowledge of vocabulary ( r = 0.61, p < .05) among linguistic performances. Such results suggest that the dichotomy between verbal and numerical cognitive abilities, commonly involved in pedagogical approaches, is an ambiguous notion for the analysis of problem-solving performance.

APA, Harvard, Vancouver, ISO, and other styles

40

Castan, Beulah, Cynthia Gallois, and Victor J. Callan. "Problem-Solving Interactions between Greek Mothers and Children." Journal of Social Psychology 125, no. 3 (June 1985): 335–40. http://dx.doi.org/10.1080/00224545.1985.9922895.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Orme, Daniel. "Rorschach Erlebnistypus and Problem-Solving Styles in Children." Journal of Personality Assessment 54, no. 1 (March 1, 1990): 412–14. http://dx.doi.org/10.1207/s15327752jpa5401&2_37.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Brochin, H. Ann, and Barbara H. Wasik. "Social problem solving among popular and unpopular children." Journal of Abnormal Child Psychology 20, no. 4 (August 1992): 377–91. http://dx.doi.org/10.1007/bf00918983.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Keltikangas-Järvinen, Liisa, and Paula Kangas. "Problem-solving strategies in aggressive and nonaggressive children." Aggressive Behavior 14, no. 4 (1988): 255–64. http://dx.doi.org/10.1002/1098-2337(1988)14:4<255::aid-ab2480140404>3.0.co;2-e.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Zvinkliene, Zinaida, and Daiva Mikneviciene. "CHALLENGES IN THE NATURAL ENVIRONMENT ARE THE KEY TO CHILDREN'S SUCCESS IN PROBLEM SOLVING." Natural Science Education in a Comprehensive School (NSECS) 29, no. 1 (September 25, 2023): 58–68. http://dx.doi.org/10.48127/gu/23.29.58.

Full text

Abstract:

Every person faces problems every day. A problem is an obstacle or challenge that needs to be overcome in order to achieve a goal. For children problem solving is natural process, the world appears new and unfamiliar to them. The problem-solving process encourages children to create a team, negotiate, offer solution options, pursue goals, and celebrate achievements together. Parents and educators should encourage children's curiosity and teach them not what they already know how and what to do independently but teach them what they don't know yet. They should observe which problems they can solve on their own and which ones they need to solve with an adult. We conducted a study of inspired and spontaneous challenges in nature, aiming to determine children's ability to understand, evaluate, interpret and apply knowledge to problem-solving. When organizing activities in the natural environment, we applied the method of spontaneous and inspired challenges. We sought to compare these methods and determine which one provides more creative freedom and long-term success for children. The study of inspired and spontaneous challenges revealed that all challenges in the natural environment led children to successful problem-solving. However, inspired challenges lead the child's thinking and creative process to a pre-determined outcome. Dialogue with the educator is maintained from the beginning of the activity. Success is predictable. Spontaneous challenges require more effort from children in accepting, evaluating and interpreting them. Success is not immediately predictable. All suggestions for problem-solving methods are correct, but they look for the most optimal one. Dialogue with the educator begins when a problem arises. Long-term success is in place. An important condition for problem-solving is providing space for children's decisions, self-expression, and creativity. By valuing the child's opinion, we strengthen their self-confidence and encourage them not to be afraid to solve problems." Keywords: natural environment, problem solving, pre-school education, science education

APA, Harvard, Vancouver, ISO, and other styles

45

Maddoux, John, Lene Symes, Judith McFarlane, Anne Koci, Heidi Gilroy, and Nina Fredland. "Problem-Solving and Mental Health Outcomes of Women and Children in the Wake of Intimate Partner Violence." Journal of Environmental and Public Health 2014 (2014): 1–7. http://dx.doi.org/10.1155/2014/708198.

Full text

Abstract:

The environmental stress of intimate partner violence is common and often results in mental health problems of depression, anxiety, and PTSD for women and behavioral dysfunctions for their children. Problem-solving skills can serve to mitigate or accentuate the environmental stress of violence and associated impact on mental health. To better understand the relationship between problem-solving skills and mental health of abused women with children, a cross-sectional predictive analysis of 285 abused women who used justice or shelter services was completed. The women were asked about social problem-solving, and mental health symptoms of depression, anxiety, and PTSD as well as behavioral functioning of their children. Higher negative problem-solving scores were associated with significantlyP<0.001greater odds of having clinically significant levels of PTSD, anxiety, depression, and somatization for the woman and significantlyP<0.001greater odds of her child having borderline or clinically significant levels of both internalizing and externalizing behaviors. A predominately negative problem-solving approach was strongly associated with poorer outcomes for both mothers and children in the aftermath of the environmental stress of abuse. Interventions addressing problem-solving ability may be beneficial in increasing abused women’s abilities to navigate the daily stressors of life following abuse.

APA, Harvard, Vancouver, ISO, and other styles

46

Cheeseman, Jill Christine. "Young Children are Natural Inquirers: Posing and Solving Mathematical Problems." Waikato Journal of Education 24, no. 2 (November 21, 2019): 11–22. http://dx.doi.org/10.15663/wje.v24i2.664.

Full text

Abstract:

Carefully observing young children at play in a mathematically rich environment has led me to reflect on the way children naturally pose and solve interesting mathematical challenges. Here, three examples of the playful learning of six-year-old children illustrate the problem solving and persistence children can display. Teachers are encouraged to foster children’s problem posing by providing opportunities for children to engage with playful mathematics, planning time for children to pose and to solve their own problems, and watching and listening but intervening only to inspire children’s mathematical investigations.

APA, Harvard, Vancouver, ISO, and other styles

47

Stewart, Shannon L., and Kenneth H. Rubin. "The social problem-solving skills of anxious-withdrawn children." Development and Psychopathology 7, no. 2 (1995): 323–36. http://dx.doi.org/10.1017/s0954579400006532.

Full text

Abstract:

AbstractThe purpose of this investigation was to contrast the social competencies of groups of extremely withdrawn and average children. Fifty-five kindergarten, Grade 2 and Grade 4 children were observed during dyadic play in a laboratory setting. Results indicated that (a) withdrawn children displayed fewer social problem-solving initiations, produced fewer socially assertive strategies, and were less successful in their attempts, compared to their more sociable age-mates; (b) average children experienced fewer failures in meeting their social goals with increasing age but withdrawn children did not; (c) the discrepancy in failure rates for “high cost” social goals between the two target groups increased with increasing age; and (d) withdrawn children were less likely than average children to reinitiate a social problem-solving attempt subsequent to failure.

APA, Harvard, Vancouver, ISO, and other styles

48

Kayılı, Gökhan, and Zeynep Erdal. "Children’s problem solving skills: Does Drama Based Storytelling Method work?" Journal of Childhood, Education & Society 2, no. 1 (February 19, 2021): 43–57. http://dx.doi.org/10.37291/2717638x.20212164.

Full text

Abstract:

In this research, it was aimed to investigate The Effect Of Problem Solving Training Provided By The Drama Based Storytelling Method on the problem solving skills of five-year-old children. The research is designed according to quasi-experimental model which is one of the quantitative research methods. In the research, semi-experimental design with pretest-posttest control group was used. A total of 40 children, including 20 children in the experimental group and 20 children in the control group, were included in the research. In addition to the Turkey Ministry of National Education Preschool Education Program, children who constitute the experimental group have been given problem solving training with The Drama Based Storytelling Method for a total of 7 weeks, 2 days a week and 1 hour. The children in the control group were not included in this education, but continued their daily education programs only using the Ministry of Education Preschool Education Program currently implemented. The problem solving skills of the children participating in the research were evaluated with The Scale of Problem Solving Skills. The test were applied to children before and after the intervention period; In addition, it was reapplied to the experimental group after 2 weeks. As a result of the research, it can be said that the problem-solving education provided with The Drama Based Storytelling Method, which is implemented in integration with the Ministry of National Education Preschool Education Program, has contributed positively to the problem-solving skills of five-year-old children.

APA, Harvard, Vancouver, ISO, and other styles

49

Robinson, Katherine M., and Adam K. Dubé. "Children's Use of Arithmetic Shortcuts: The Role of Attitudes in Strategy Choice." Child Development Research 2012 (October 4, 2012): 1–10. http://dx.doi.org/10.1155/2012/459385.

Full text

Abstract:

Current models of strategy choice do not account for children's attitudes towards different problem solving strategies. Grade 2, 3, and 4 students solved three sets of three-term addition problems. On inversion problems (e.g., 4 + 8 − 8), if children understand the inverse relation between the operations, no calculations are required. On associativity problems (e.g., 5 + 27 − 23), if children understand the associative relation between the operations, problem solving can be facilitated by performing subtraction before addition. A brief intervention involving demonstrations of different problem solving strategies followed the first problem set. Shortcut use increased after the intervention, particularly for students who preferred shortcuts to the left-to-right algorithm. In the third set, children were given transfer problems (e.g., 8 + 4 − 8, 4 − 8 + 8, 27 + 5 − 23). Shortcut use was similar to first set suggesting that transfer did occur. That shortcut use increased the most for students who had positive attitudes about the shortcuts suggests that attitudes have important implications for subsequent arithmetic performance.

APA, Harvard, Vancouver, ISO, and other styles

50

Fefolt, Molly, and Terri L. Kurz. "Problem solving with the Greek gods." Teaching Children Mathematics 25, no. 1 (September 2018): 14–15. http://dx.doi.org/10.5951/teacchilmath.25.1.0014.

Full text

Abstract:

Math by the Month features collections of short activities focused on a monthly theme. These articles aim for an inquiry or problem-solving orientation that includes four activities each for grade bands K–2, 3–4, and 5–6. In this issue, students explore mathematical challenges within the context of the Greek gods. Activities are provided for elementary school children to support their exploration of mathematics in everyday situations.

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!