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2/1/17
Children Solving Problems: Critical Analysis
environmental impacts on learning. Vygotsky and Thorton hold that social interaction is key to
problem solving and a strong contributor in how a childs problem solving skills develop.
Specifically, Thorton argues that social interaction is integral to developing higher cognitive
functions. To analyze Thortons belief and its implications for teachers I will begin by discussing
the evidence in Children Solving Problems supporting Thortons argument. I will then examine
what teachers need to know about the suggestions Thorton provides on developing problem
solving skills. I will conclude by analyzing how these suggestions will inform my future
teaching.
Thorton defends her belief that social interaction is crucial to the development of higher
cognitive functioning with several examples. She first shows the clear connection between social
interaction and higher cognitive functioning with the example of behaviors and skills that require
learning information from someone else. For example, a child cannot be expected to determine
how to solve complex problems like the cross-product rule for balance scale tasks without being
passed knowledge from someone else (Thorton, 93). This example shows readers how problem-
solving at its core is intertwined with social interaction; the majority of humanitys biggest
achievements have occurred not by the work of one individual in isolation, but by the
collaboration and sharing of knowledge between many. Thorton further solidifies the role of
social interaction in higher cognitive functioning by showing the influence of culture on a childs
development of problem solving skills using a study by researcher Barbara Rogoff. The study
found that differences in cultural expectations of children impact the skills that children develop;
children live up to the expectations that are set for them. Thorton concludes from this evidence
that the society of a child impacts their problem solving skills in that adults shape the
opportunities for problem solving that children are given. By limiting or expanding a childs
opportunities to problem solve, children will learn different problem-solving skills. In this way
the expectations of a childs society impact the mature problem solving skills they are able to
develop (Thorton, 117). This clearly shows how the development of problem-solving skills is
social by nature. Success in the use of scaffolding further emphasizes the complimentary
relationship between social interaction and problem solving skills. Thorton provides examples of
how parent or more advanced peer aid can assist a child in learning, like with the gradual transfer
of completing a jigsaw puzzle from the parent to child (Thorton, 98). As the parent thinks out
loud while completing the puzzle the child learns more sophisticated cognitive functions like
reflection and planning. The fact that this method is effective in teaching the child shows how
Thorton points out two encompassing areas of suggestion for teachers and parents to
focus on: purpose and confidence. Purpose is important in problem solving because meaning
motivates children. They are likely to be more committed to a task when they understand the
reason for completing it. Having a meaningful goal associated with a problem effects how the
child goes about solving the problem (Thorton, 108). Using this information it makes sense for
teachers to work to create problems for students where the goal and purpose are clear to children,
problems with real life connections. However, I think teachers should be aware that while
providing problems with real life applications can motivate children and help them learn, the
current education systems in place require that children perform well on standardized tests. To do
so, students must be able to solve problems without context and perhaps without knowing the
purpose by remembering the necessary information. In my experiences, this has been much
harder. For example, as a child I loved setting up grocery stores in my house with empty boxes of
food, determining prices and adding up the total cost for my customers. However, when it
came time to add decimals in school I struggled until my mom reminded me that it was just like
adding up prices at the grocery store. Without that connection, I was unable to solve the problem.
I couldnt see a purpose or relate it to real life. Teachers should be aware that while teaching with
scenarios in this way has many learning advantages students must be able to transfer skills to
Success in problem solving increases childrens confidence and can make them feel more
competent. While social interactions can benefit a childs confidence, they can also be harmful.
Thorton illustrates this with the example of Paul Hanworth, a boy who performs better at
problem solving when asked to pretend he is the smartest kid in the class than he does as himself.
When asked why he did better as the other child, he responded, because Im Paul Hanworth
(Thorton, 111). Paul has come to believe that he is not as smart as other children from the
interactions he has witnessed. However, teachers can also use this relationship for good by
working to praise more and criticize less in order to build childrens confidence in their skills. If
we praise children for their approaches to a problem rather than criticize them for a wrong
answer, we encourage them to continue to learn. For example, when learning angles in
elementary school on one assignment I got every single question wrong. When I got back the
paper all I saw were red xs and see me written across the top. Seeing my failure like that
embarrassed me and for years after I felt that I was horrible at math. One mistake like holding a
protractor wrong caused me to doubt my abilities and feel a sense of learned helplessness.
Teachers should learn from this that the way they respond to children in the classroom is crucial
Thortons argument that social interaction is crucial to developing higher cognitive skills
will definitely impact my future teaching. The implications of Thortons work for teachers that I
discussed are factors I plan to keep in mind for my own teaching. For example, I think it is
important to be aware of how what problems you present to children and the language you use
when addressing their work. These factors communicate to children what you believe they are
capable of, and whether or not they are succeeding. Being aware of the way social interaction
affects development of higher cognitive functions means that I can work to help students mature
their problem-solving skills through providing meaningful and clear problem solving
opportunities.
Citations
Thornton, Stephanie. Children Solving Problems. Cambridge, MA: Harvard UP, 1995. Print.