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

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What did the research show?

The research confirmed that there are clear differences between 2½ year olds' and 3 year-olds' use of symbols in problem solving. It also identified an intermediate level of problem-solving, indicating a transitional period of learning where old behaviours persist alongside new skills. Overall, three stages were identified:

Youngest children - mean age 31.2 months Unstructured, random, trial-and-error behaviour – these children did not use the information they had been given to make the correct choice to succeed in any of the tests;
"Middle-aged" children – mean age 32.5 months Non-random errors made – an identifiable pattern in problem-solving, although not as sophisticated as the oldest children. The children failed on the first test, they consistently succeeded on the second attempt; and
Eldest children – 35.2 months Employed correct and appropriate reasoning to succeed in the tests – these children immediately found the hidden object with no hesitation and no errors in all tests.

The non-random errors in the middle age group could be characterised as a developmental step, as it shows the "perseveration" of older "trial-and-error" skills, which, when they do not work, are replaced with the more advanced problem-solving skills that the child has acquired.

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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 did the research show? The research confirmed that there are clear differences between 2½ year olds' and 3 year-olds' use of symbols in problem solving. It also identified an intermediate level of problem-solving, indicating a transitional period of learning where old behaviours persist alongside new skills. Overall, three stages were identified: Youngest children - mean age 31.2 months Unstructured, random, trial-and-error behaviour – these children did not use the information they had been given to make the correct choice to succeed in any of the tests; "Middle-aged" children – mean age 32.5 months Non-random errors made – an identifiable pattern in problem-solving, although not as sophisticated as the oldest children. The children failed on the first test, they consistently succeeded on the second attempt; and Eldest children – 35.2 months Employed correct and appropriate reasoning to succeed in the tests – these children immediately found the hidden object with no hesitation and no errors in all tests. The non-random errors in the middle age group could be characterised as a developmental step, as it shows the "perseveration" of older "trial-and-error" skills, which, when they do not work, are replaced with the more advanced problem-solving skills that the child has acquired.