An Observational Study of Children’s Problem Solving during Play with Friends

IF 1.6 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Cognition and Development Pub Date : 2022-04-04 DOI:10.1080/15248372.2022.2058509

Zachary S. Gold, J. Perlman, N. Howe, A. A. Mishra, Ganie Dehart, Hannah Hertik, J. Buckley

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引用次数: 0

Abstract

ABSTRACT Problem solving is an important cognitive skill that children use to plan and navigate various developmental and social tasks. Although previous research was theory-grounded and systematic, to our knowledge, no research has observed and documented children’s problem solving as a primary objective in naturalistic developmental contexts, such as home-based play with friends. The current study used a new observational measure to evaluate associations between children’s frequency of verbal and behavioral problem solving during play with friends and the extent to which they completed a toy construction task. Sixty-eight 7-year-old friends from the Northeast United States were observed in 34 play dyads. Results revealed a significant positive association between problem solving and task completion with no significant gender or play set differences. Results provide initial evidence that observing friends’ shared problem solving behavior may have pedagogical implications for cognitive development in typical early childhood settings.

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儿童与朋友玩耍时问题解决的观察研究

摘要问题解决是儿童用来计划和处理各种发展和社会任务的一项重要认知技能。尽管之前的研究是基于理论和系统的，但据我们所知，没有任何研究观察和记录儿童解决问题是自然发展环境中的主要目标，例如与朋友在家玩耍。目前的研究使用了一种新的观察方法来评估儿童在与朋友玩耍时解决言语和行为问题的频率与他们完成玩具构建任务的程度之间的关系。来自美国东北部的68名7岁的朋友在34对游戏中被观察到。结果显示，问题解决和任务完成之间存在显著的正相关，没有显著的性别或游戏设置差异。研究结果提供了初步证据，证明在典型的幼儿环境中，观察朋友共同解决问题的行为可能对认知发展具有教学意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Cognition and Development Multiple-

CiteScore

4.00

自引率

0.00%

发文量

期刊介绍： The Journal of Cognition and Development is the official journal of the Cognitive Development Society (CDS). Some CDS members are concerned with basic research or theory; others focus on policy issues and practical applications. The range of interests includes cognitive development during all stages of life, and we seek to understand ontogenetic processes in both humans and nonhumans. Finally, their interests encompass typical as well as atypical development, and we attempt to characterize both biological and cultural influences on cognitive change and continuity.