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Abstract

The action-patterns of young children, shown in problem-solving and spontaneous play, are considered on the basis of a levels of organisation approach, by means of a task-analysis. The main problem of such analysis arises from interleaving with the action components inferred cognitive constituents which may be incorrectly inferred. In the analysis, other end-results than solution and less than optimum strategies are regarded as equally important as success and the use of the most efficient means. Cognitive activity is analysed in terms of the successive co-ordination of existing patterns and the incorporation of new mental components to form a series of levels. The approach is discussed in the context of the development of thinking in children of one and a half to five years.

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The Development of Thinking in Young Children: The Problem of Analysis

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