{"id":811,"date":"2024-01-15T18:14:43","date_gmt":"2024-01-15T23:14:43","guid":{"rendered":"https:\/\/pressbooks.library.torontomu.ca\/childthink\/?post_type=part&#038;p=811"},"modified":"2024-08-23T22:14:46","modified_gmt":"2024-08-24T02:14:46","slug":"chapter-6-problem-solving","status":"publish","type":"part","link":"https:\/\/pressbooks.library.torontomu.ca\/childthink\/part\/chapter-6-problem-solving\/","title":{"raw":"Chapter 6: Problem Solving","rendered":"Chapter 6: Problem Solving"},"content":{"raw":"<h2 id=\"learning-outcomes_ch6\" class=\"learning-outcomes\">Learning Outcomes<\/h2>\r\nBy the end of this chapter, you will be able to:\r\n<ul>\r\n \t<li style=\"font-weight: 400\">Provide theoretical and practical examples that demonstrate the importance of collaboration in developing the problem-solving abilities of young children.<\/li>\r\n \t<li style=\"font-weight: 400\">Draw from professional experience to reflect on your familiarity with collaborative problem-solving when working with young children.<\/li>\r\n \t<li style=\"font-weight: 400\">Assess when it is appropriate to promote a process-oriented approach (rather than one that is task or goal-oriented) while observing children\u2019s problem-solving.<\/li>\r\n \t<li style=\"font-weight: 400\">Explain problem-solving components and identify how they are integrated into activities such as building blocks and puzzles.<\/li>\r\n \t<li style=\"font-weight: 400\">Compare cross-cultural approaches to children\u2019s problem solving and collaboration.<\/li>\r\n<\/ul>\r\n&nbsp;","rendered":"<h2 id=\"learning-outcomes_ch6\" class=\"learning-outcomes\">Learning Outcomes<\/h2>\n<p>By the end of this chapter, you will be able to:<\/p>\n<ul>\n<li style=\"font-weight: 400\">Provide theoretical and practical examples that demonstrate the importance of collaboration in developing the problem-solving abilities of young children.<\/li>\n<li style=\"font-weight: 400\">Draw from professional experience to reflect on your familiarity with collaborative problem-solving when working with young children.<\/li>\n<li style=\"font-weight: 400\">Assess when it is appropriate to promote a process-oriented approach (rather than one that is task or goal-oriented) while observing children\u2019s problem-solving.<\/li>\n<li style=\"font-weight: 400\">Explain problem-solving components and identify how they are integrated into activities such as building blocks and puzzles.<\/li>\n<li style=\"font-weight: 400\">Compare cross-cultural approaches to children\u2019s problem solving and collaboration.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n","protected":false},"parent":0,"menu_order":6,"template":"","meta":{"pb_part_invisible":false,"pb_part_invisible_string":""},"contributor":[],"license":[],"class_list":["post-811","part","type-part","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/childthink\/wp-json\/pressbooks\/v2\/parts\/811","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/childthink\/wp-json\/pressbooks\/v2\/parts"}],"about":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/childthink\/wp-json\/wp\/v2\/types\/part"}],"version-history":[{"count":8,"href":"https:\/\/pressbooks.library.torontomu.ca\/childthink\/wp-json\/pressbooks\/v2\/parts\/811\/revisions"}],"predecessor-version":[{"id":1228,"href":"https:\/\/pressbooks.library.torontomu.ca\/childthink\/wp-json\/pressbooks\/v2\/parts\/811\/revisions\/1228"}],"wp:attachment":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/childthink\/wp-json\/wp\/v2\/media?parent=811"}],"wp:term":[{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.library.torontomu.ca\/childthink\/wp-json\/wp\/v2\/contributor?post=811"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.library.torontomu.ca\/childthink\/wp-json\/wp\/v2\/license?post=811"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}