DEVELOPMENT OF PERSONAL AND SOCIAL PLANNING KNOWLEDGE

该提案旨在研究儿童在以下方面使用规划知识的情况： 具有个人和社会意义的情况。 什么孩子 已知并且可以应用有关计划的假设性研究，但是 相关的实际和社会环境并通过聚合方法 关于计划序列如何制定、执行和 代表。 孩子们被要求观察不同的任务， 理解、叙述、制定、解释、产生、检索、改变、 修复并学习计划序列展开的计划 时间或经历过之后。 要求儿童的社会和个人环境 选择计划以代表问题和 儿童经历的目标状态的变化及其相关内容 他们有知识。 坚持有意行动的理论 它将计划视为一系列目标导向的行动，是一个模型 分析话语，可以识别计划的组成部分以及如何 它们被组织成使用的表示形式。 本次分析 产生有关规划组成部分的定性和定量测量 以及比较相似性和差异性的关系 发展和个人规划知识和技能。 关键的评估是孩子是否知道如何获得和 维持确保生存和福祉的目标。 要知道这一点 意味着孩子们能够察觉到影响的条件变化 他们实现或维持目标的能力或导致 失败。 这也意味着他们了解因果关系 目标实现成功或失败的影响 根据失败或成功制定行动计划，以及 他们将计划转化为行动并评估结果 行动。 这些技能是通过一个模型在多项任务中进行衡量的 提供明确的标准来识别和代表它们 孩子们积极制定和制作计划序列。 这些方面的发育和个体差异和相似性 技能使这成为可能，并且收敛方法允许 确定它们的普遍性。

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.