How Children's Problem Solving Strategies Develop at Key Stage 1

Abstract

This research traces young children's developing problem solving strategies throughout Key Stage 1. The initial work described a taxonomy of young children's collaborative strategies. The present phase of the study builds upon these findings to compare strategy used at different ages within the key stage. This longitudinal study revisited groups of children engaged in a range of design and technology tasks over three years. It looked closely at their spontaneous, but purposeful, procedural and collaborative skills. The results distinguished between children's emergent, developing, changing, and declining strategies during that time. It was found that, although the same strategies were used, they were used differently at different ages. Questions emerged concerning the factors affecting strategy use, and how teachers a