DEVELOPMENT OF PERSONAL AND SOCIAL PLANNING KNOWLEDGE

这项建议是研究儿童对计划知识的使用情况 对个人和社会有重要意义的情况。什么孩子 关于计划的已知和可以应用的研究是在假设的基础上进行的 相关的实践和社会背景，并通过趋同的方法 关于如何制定、执行和执行规划序列 有代表性的。孩子们被要求在不同的任务中观察， 理解、叙述、阐述、解释、制作、检索更改， 修复并学习计划序列展开的计划 时间或在他们经历过之后。 儿童被要求在社会和个人环境中 选择计划是为了代表问题和 儿童经历的目标状态的变化以及关于哪些 他们有知识。坚持故意行为理论 它将计划视为目标导向的行动序列，这是 分析能够确定规划组成部分以及如何确定的话语 它们被组织在一种表示法中使用。这一分析 就规划组成部分产生定性和定量的衡量标准 和关系的异同比较 发展和个人规划方面的知识和技能。 关键的评估是看孩子们是否知道如何获得和 保持确保生存和幸福的目标。要知道这一点 意味着孩子们可以检测到影响 他们实现或维持其目标或事业的能力 失败了。这也意味着他们理解其中的原因 目标实现的成功或失败的含义，即他们 根据失败或成功情况制定行动计划，以及 他们将计划转化为行动，并评估 行为。 这些技能是通过一个模型在几个任务中进行衡量的 为识别和表示它们提供了明确的标准 在这里，孩子们积极地制定和产生计划序列。 在这些方面的发展和个体差异和相似性 技能使这成为可能，并且收敛的方法允许 确定它们的一般性。

The proposal is to study children's use of planning knowledge in situations of personal and social significance. What children known and can apply about plans is studied in hypothetical but relevant practical and social settings and by convergent methods on how planning sequences are formulated, executed, and represented. Children are asked in different tasks to observe, understand, narrate, formulate, explain, produce, retrieve alter, repair, and learn plans where the planning sequences unfold over time or after they have been experienced. The social and personal contexts in which children are asked to plan are selected so as to be representative of problems and changes in goal states that children experience and about which they have knowledge. Adhering to a theory of intentional action that views plans as sequences of goal-directed actions, a model of analysis of discourse that can identify planning components and how they are organized in a representation is used. This analysis yields qualitative and quantitative measures on planning components and relations for comparisons of similarities and differences in developmental and individual planning knowledge and skill. The key assessment is on whether children know how to attain and maintain goals that ensure survival and well-being. To known this means that children can detect changes in conditions that affect their ability to attain or maintain their goals or that cause failure. It also means that they understand the causal implications of succeeding or failing in goal attainment, that they formulate plans of action contingent upon failure or success, and that they translate plans into action and evaluate outcomes of the actions. These skills are measured across the several tasks by a model that provides explicit criteria for identifying and representing them where children actively formulate and produce planning sequences. Developmental and individual differences and similarity in these skills are this made possible and the convergent methods allow for determining their generality.