By Paul Light
This publication is ready kid's studying and problem-solving habit. Paul mild and Karen Littleton deal with, in either theoretical and empirical phrases, the ways that interactions among little ones impact studying results. The authors describe a sequence in their personal experiments performed with teams of college youngsters. some of the reports contain computer-based studying and problem-solving, however the findings are of extra common value. specifically, they've got implications either for lecture room perform and the knowledge of the educational technique. This publication is a beneficial device for psychologists and educationists.
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Extra info for Social Processes in Children’s Learning
On the other hand, in the interpretation of the results of the experiments, Forman and Cazden saw clear indications that diVerences of interpretation, defended and argued over, could be productive in much the way that a Piagetian analysis would lead one to expect. Both theoretical approaches may thus have something to oVer, in drawing attention to diVerent aspects of productive interaction. While a Piagetian approach highlights what being confronted with a socio-cognitive conXict can do for individual cognitive development, a Vygotskian approach highlights the way in which a shared understanding can be arrived at through a process which might be termed ‘mutual construction’.
In the majority of the unstructured pairs, one of the children determined at least twice as many moves as the other. In this situation the dominant individual would have experienced little conXict, while the submissive individual would have little opportunity to resolve any conXict experienced. These Wrst two studies, then, attest to the potential value of peer interaction in problem solving, using a task remote from the Piagetian repertoire. They indicated that the productivity of this form of interaction depends on the parties to the interaction having deWnite ideas of their own about how to approach the task, and having an opportunity to express these.
The teacher is seen, not as instructor, but as facilitator, providing a stimulating and encouraging environment for intellectual exploration. In just the same way, within this tradition the role of the computer is not to teach but rather to aVord opportunities for constructive activity. Papert (1980, 1994) in particular has argued that the potential of the computer lies in extending children’s control over their own learning. The computer should not be programming the child, he argued, rather the child should be programming the computer.