Problem-Solving, CDT and Child-Centredness

  • B. K. Down Brunel University


1. The Problem

While practical problem-solving seems to be central to the notion of CDT and objections can be heard concerning its value as a teaching method, particularly for the child of average and less than average ability. Those who favour it argue that it helps to develop the ability to thing effectively as well as providing opportunities for initiative and creativity. Practical problem-solving, they say, leads to an understanding of various materials and resources that can be used to achieve human purposes, as well as providing insights into areas of related learning. In what follows I intend to examine some of the logical conditions necessary for problem solving and apply some of these conclusions to the area of CDT. I offer these considerations as a continuation of conversations begun with teachers of this subject who feel uncertain about many of the changes that they perceive happening or about to occur.

How to Cite
DOWN, B. K.. Problem-Solving, CDT and Child-Centredness. Studies in Design Education Craft & Technology, [S.l.], v. 16, n. 1, sep. 2009. ISSN 0305 766. Available at: <>. Date accessed: 05 dec. 2022.