Learning from their mistakes: glimpses of symbolic functioning in two-and-a-half to three-year-old children.

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What do we know about young children's thinking?

The research looks at the strategies employed by children in solving problems. "Search and retrieval" tests have shown that younger children's problem solving is sensorimotor, in that they think and act/do simultaneously, and therefore non-symbolically. In effect, their thinking can be "seen". They do not use their prior knowledge, or do not have the prior knowledge to employ in new situations.

By the age of three, however, children can solve problems by internalising symbols from the outside world, and therefore demonstrate symbolic functioning. This means that solutions to problems can be, "invented mentally rather than being tried out in a groping way in the environment". (Mandler, 1983)

This study attempts to explore the transition stage between these two problem-solving behaviours, and in doing so, highlights aspects of both sensorimotor and symbolic functioning. The children successfully demonstrated symbolic functioning in the first trial of each test, but then relied on the solution that had worked for them the first time in the second trial. This non-random, non-symbolic reliance by children on a solution that had worked for them before, even though they seemed to have the necessary knowledge and skill to solve the new problem using the more advanced process of symbolic functioning, is described as perseveration.

Your path: Home > Welcome to The Research Informed Practice Site (TRIPS) > Themes > Early years > Learning from their mistakes: glimpses of symbolic functioning in two-and-a-half to three-year-old cFriMar191511092004 > What do we know about young children's thinking?
Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction How do children's problem-solving skills develop between the ages of 2½ and 3? What do we know about young children's thinking? What did the research show? How were the tests performed? How can teachers and other adults help improve children's thinking? Implications Where can I find out more? Send us your feedback Collated digests To view/remove/add notes and save your collated digests click here Get Word Reader Learning from their mistakes: glimpses of symbolic functioning in two-and-a-half to three-year-old children. This digest found in Early years Thinking skills Send to a friend Word doc 50KB Printer friendly Collate for later What do we know about young children's thinking? The research looks at the strategies employed by children in solving problems. "Search and retrieval" tests have shown that younger children's problem solving is sensorimotor, in that they think and act/do simultaneously, and therefore non-symbolically. In effect, their thinking can be "seen". They do not use their prior knowledge, or do not have the prior knowledge to employ in new situations. By the age of three, however, children can solve problems by internalising symbols from the outside world, and therefore demonstrate symbolic functioning. This means that solutions to problems can be, "invented mentally rather than being tried out in a groping way in the environment". (Mandler, 1983) This study attempts to explore the transition stage between these two problem-solving behaviours, and in doing so, highlights aspects of both sensorimotor and symbolic functioning. The children successfully demonstrated symbolic functioning in the first trial of each test, but then relied on the solution that had worked for them the first time in the second trial. This non-random, non-symbolic reliance by children on a solution that had worked for them before, even though they seemed to have the necessary knowledge and skill to solve the new problem using the more advanced process of symbolic functioning, is described as perseveration.