Give Solution To Children Problem


Do not give any psychological pressure to good children, good children always good and naughty children always naughty, just teach with more pressure just to a naughty child... Quite and silence children should allowed to be true.
Considered in the various sections are conceptual and procedural knowledge in problem solving, approaches to analyzing knowledge in problem solving, a review of research on children's word problem solving,
a theory of the knowledge required to solve word problems, the locus of improvement in problem-solving skill, stages of conceptual knowledge, related analysis of conceptual understanding in problem solving, and a summary discussion. Mathematical Problem Solving and Working Memory in Children with Learning Disabilities: Both Executive and Phonological Processes Are Important.

Analysis: this is the ability to break a problem down into its sub-parts and look at these closely to see how they fit together. It is the attitude of the teacher that must change first in the problem-solving classroom. Values and goals must be clearly defined to include a child-centered curriculum, the development of communication skills, promotion of cooperative learning, and inclusion of diverse ideas.

How children' natural curiosity can be supported to create motivated learners. Details characteristics of children such as persistence that support problem solving skills and lead to mastery. Children use problem-solving skills on a constant basis - when they experiment and investigate, when they select materials, and when they try to work together: "How far will that water squirt?" "Where is that sound coming from?" "What do you think will happen if we add one more block?" We often divide children's learning into emotional, social, creative, cognitive, and physical. But watching children as they go about their day reveals that problem solving encompasses all of these areas of development.

Children should be allowed and even encouraged to make mistakes since trial and error learning builds a solid base of knowledge from which children can later refer. Ask the child to give you an explanation or reason for his answer. Then discuss all the factors that enter into the decision-making process so that the child understands how to think through all the facets of the issue.

Additionally, young children have a hard time keeping lots of ideas in their minds at one time. However, they can do a simplified form of brainstorming called "sequential brainstorming." Developing a set of interpersonal cognitive problem solving skills that relate to overt behaviors as early as preschool.