1/06/2015 Tet Success Key

Child as a Problem
Solver and scientific
investigator
Child Development & Pedagogy
CTET Exam Notes HTET Exam
Notes NET Exam Notes Child as a
Problem Solver and scienti c
investigator

Child as a Problem
Solver and scientific
investigator
CTET 2015 Exam Notes : Child
Development and Pedagogy (CDP) 

Child as a Problem Solver

and scientific investigator’:

Children are natural problem

solvers, eager to make sense of
their world. Supportive adults and
stimulating environments can help
them develop this important .

PROBLEM SOLVING
Problem solving is part and parcel
of our daily life. Every day we solve
a number of problems ranging
from simple to complex. Some
problems take little time where as
some take much time to solve. We
look for alternative solutions if do
not get the right kind of resources
to solve the problem in hand. In the
case of solving any type of problem
our thinking becomes directed and
focused and we try to use all there
sources, both internal (mind) and
external (support and help of
others) to arrive at the right and
appropriate decision. For example
if you want to score good marks in
an exam, you study hard, take the
help of teachers, friends, and
parents and nally you score good
marks. Thus problem solving is
directed thinking focused towards
dealing with a speci c problem.
This thinking has three elements:
the problem, the goal, and the steps
to reach the goal. There are two
methods which are used
prominently in problem solving.
These are- “Means-end-analysis”
and “Algorithms”. In the case of
Means-end-analysis a speci c
step-by-step procedure is followed
for solving certain types of
problems. In the case of ‘heuristics’
the individual is free to go for any
kind of possible rules or ideas to
reach the solution. It is also called
rule of thumb.

How children think and learn?

Problem Solving and Mental Set:

Sometimes we use a particular
strategy/technique to solve a
problem but we may or may not
succeed in our e ort to solve the
problem. This creates a set to
approach future problems that are
incountered by a person. The set
continues even if the problem is
di erent. Despite this, we use the
same strategy/ technique when
ever we come across the same
problem and again fail to reach the
solution. Such phenomenon in
problem solving is called mental
set. A mental set is a tendency on
the part of an individual to respond
to a new problem in the
same manner that he or she has
used earlier to solve a problem.
Previous success with a particular
rule produces a kind of mental
rigidity/ xedness/set, which
hinders the process of generating
new ideas to solve a new problem. A
mental set inhibits or a ects the
quality of our mental activities.
However, in solving our real life
problems we often rely on past
learning and experience with
similar or related problems.
Steps for Solving Problems

De ning the problem 

Working on the problem 
Coming to conclusion 
Carrying out the conclusion 
Learning. 

Improving Problem Solving

Skills in Childrens :
The range of teaching-and-
learning activities in the classroom
runs from memorization and
repetition all the way to solving
problems and thinking creatively.

In our classrooms, we can look for

ways to address this entire range.
For example, we can:

Use blocks, Models, and other

objects to teach mathematics,
which taps into children’s ne
motor skills and their visual
understanding;
Invite children to talk about (or
write about) ideas and process in
mathematics, Which links their
verbal thinking to understanding
mathematics concepts,

Ask children to draw pictures for

the stories that we read to them,
which connects their visual
thinking to the words and events in
the story; and

Guide children in making maps of

the area around school, which links
their experience of movement in
space to visual and mathematical
concepts. When children survey
their community, identify
problems within it, and use their
skills cooperatively to suggest
solutions to these problems, they
are learning how to apply what they
learn in school. A part from
imparting good education, this
process helps the community to
understand the work of the school,
and they may be more motivated to
support the work of teachers.

For your classroom to be fully

inclusive, you need to make sure
that the curriculum is accessible to
and relevant for all children in
terms of what you teach (content),
how you teach it, how the children
learn best (process), and how it
relates to the environment in which
the children are living and learning.
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