BOX 4.4
Solving a Problem
Children 18 to 36 months of age are given nesting cups to play with
(DeLoache et al., 1985b; see also Karmiloff-Smith and Inhelder, 1974, on
children balancing blocks). Five plastic cups are dumped on a table in
front of a child, who is simply told, "These are for you to play with."
Although the children have previously seen the cups nested together,
there was no real need for them to attempt to nest the cups themselves;
they could easily have stacked them, made an imaginary train, pretended
to drink from them, etc. However, the children immediately started
trying to fit the cups together, often working long and hard in the
process.
Overall, in their
spontaneous manipulations of a set of nesting cups, very young children
progress from trying to correct their errors by exerting physical force
without changing any of the relations among the elements, to making
limited changes in a part of the problem set, to considering and
operating on the problem as a whole. This "developmental" trend is
observed not only across age, but also in the same children of the same
age (30 months) given extensive time to play with the cups.
Most important, the
children persist, not because they have to, or are guided to, or even
because they are responding to failure; they persist because success and
understanding are motivating in their own right.