The use of problem-solving as a vehicle for learning has been incorporated into a number of school curricula. However, children in the first years of school, many of whom enter school with high levels of problem-solving experience, are often made to think in ways not always familiar to them. This article discusses the natural preference younger learners have towards cross-domainal problem-solving, and how school curricula which divide knowledge into separate learning domains do not always support this.
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