Ways of problem solving on children

according to gender and origin

Mar Baeras, Joana Bastardas, Aina
Cadafalch, Nria Cardona, Helena
Ginesta and Merc Soler

INTRODUCTION AND RESEARCH JUSTIFICATION

As future teachers, we are really interested in how children are able to

solve and interact with problems.

Diversity at the classrooms, therefore we are also interested in how

gender and origin can affect the solving problems.

To start to participate in the educational community, interact with

children.

Extract real data.

THEORETICAL FRAMEWORK
How girls and boys expect disclosure about problems will make them feel: implications for friendship:
-

Girls have greater disclosure about problems to friends

Therefore boys are more likely to suppress their feelings so as to not appear vulnerable
whereas girls are to be open, gentle and softspoken

Teaching Strategies That Support Problem Solving:

-

Encourage children to solve the problems they encounter

Let them recognize and describe the situation/problem

Give children time to come up with their own solutions

Talk with children about what is and is not working

Assist children who are frustrated

Conflictos en la infancia a travs de las miradas de los nios y nias:

-

Differences according sex and age in: emotions in front of a conflict, ways to solve problems
and persons to ask for help.

Adults interfere and condition the infant conflicts (school and family).

The effect of peer collaboration on childrens problem-solving ability:

-The effect of collaborative learning on childrens problem-solving ability.
-Differences in knowledge status and the use of explanatory language in problem solving.

RESEARCH QUESTIONS
-

Does the origin or the gender of the child make any difference in the way
to solve problems and talk about it?

Does the teacher have a correct perception of the way their students
solve their problems?

OBJECTIVES
-

To know which are the methods that children have to solve

problems.

To understand the relation that could exist between gender and the
way of solving problems.

To understand the relation that could exist between origin and the
way of solving problems.

To know what teachers think about the way to solve problems of

their students.

HYPOTHESIS
-

Talking to parents is the more used method to solve problems by

children.

Boys are more introverted when they have to share their problems.

Foreign students have more difficulties to communicate their

problems regarding their level of language.

Teachers are active mediators in problem solving at class.

Teachers do not promote enough inclusion regarding cultural

differences in class.

METHODOLOGY

Public School

Working class

80% immigrants students at the school

Two teachers were present.

Number of participants: 42

Sex: female (19) and male (23).

Age: 10-12 (5th grade of Primary Education)

Data collection instruments:

Questionnaire (for children)

Interview (for the teacher)

INSTRUMENTS

4 situations, with this possible answers:

-

Qu faries si els teus companys de classe es riguessin de tu?

Qu faries si un company no volgus fer un treball en grup amb tu?
Qu faries si el teu millor amic/amiga senfads amb tu?
Qu faries si presenciessis una baralla entre dos companys?

Si parlo amb alg sobre un problema que tinc em

sento...
Example:

Teachers survey:
1.

Tractes les diferents cultures que hi ha representades a la classe (introduir la

diversitat)?

2.

De quina manera resolen els problemes els teus alumnes? Hi ha alguna diferncia
rellevant respecte les nenes i els nens? I pel que fa al seu lloc dorigen?

3.

Com creus que es senten els teus alumnes quan parlen amb alg sobre un
problema que els preocupa?

4.

A qui acudeixen quan tenen problemes?

5.

Quins mtodes utilitzes per fomentar lexterioritzaci de problemes a classe?

6. Creus que actualment es treballa correctament lexterioritzaci de problemes en l

aula? Quin paper hi tenen els professors?

RESULTS
Qu faries si
presenciessis
una baralla
entre dos
companys?

Girls:

Boys:

DISCUSSION
-

To know which are the methods that children have to solve problems.

To understand the relation that could exists between gender and the way of solving
problems.

To understand the relation that could exists between cultural factors and the way
of solving problems.

To know what teachers think about the way to solve problems of their students

Talking to parents is the method more used to solve problems by children

Boys are more introverted when they have to share their problems

Foreign students have more difficulties to communicate their problems regarding

their level of language

Teachers are active mediators in problem solving at class.

Teachers do not promote enough inclusion regarding cultural differences in class.

CONCLUSIONS

FUTURE RESEARCH AND LIMITS

FUTURE RESEARCH

LIMITS

Continuing with the study in

Little to no feedback from the parents.

other life stages.

Low language domain of students.

Take into account other social

Not much response freedom.

classes.

We have not taken into account the

time that they have been living here.

Level of studies of the

parents.

Questions proved too difficult for

students.

Lack of time.

REFERENCES
-

Rose, A. J. et al. (2012). How girls and boys expect disclosure about problems will make them
feel: Implications for friendships. Child Development, 83 (3), 844-863.

Eresta, M Jess and Delpino, M Antonieta (2008). Conflictos en la infancia a traves de las
miradas de nios i nias. Available in: http://www.ligaeducacion.
org/documentos/investigaciones/conflictos-en-la-infancia-a-traves-de-las-miradas-de-ninos-yninas.pdf

KDI 4. Problem Solving, Approaches to learning. Teaching Strategies That Support Problem Solving
(Pg 47-51) Available in: http://www.highscope.org/file/PDFs/ApproachesToLearning_Sample.pdf

Lillian M. Fawcett and Alison F. Garton (2005). The effect of peer collaboration on childrens
problem-solving ability. Available in: http://miwalab.cog.human.nagoya-u.ac.
jp/database/paper/2008-11-13.pdf

THANKS FOR YOUR ATTENTION!