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

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Early years
Thinking skills

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Implications

While writing the digest the writers began to ask the following questions about implications for practitioners:

would it be possible in pre-school settings to plan activities for children which include more problem-solving features?
can more opportunities be provided for adults and children to talk through problem solving activities before and whilst they take place?
can more opportunities be selected for children to work collaboratively with each other by asking them to explain their reasoning and allowing the others the opportunity to observe or to comment?

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 > Implications
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 Implications While writing the digest the writers began to ask the following questions about implications for practitioners: would it be possible in pre-school settings to plan activities for children which include more problem-solving features? can more opportunities be provided for adults and children to talk through problem solving activities before and whilst they take place? and can more opportunities be selected for children to work collaboratively with each other by asking them to explain their reasoning and allowing the others the opportunity to observe or to comment?