This 1997 article from the Journal of Design & Technology Education at Loughborough University in the UK looked at the problem-solving strategies young children use in design and technology tasks, both independently and when working with peers. It details conversations between the children and the researcher, as well as with themselves. It describes observed behaviors, such as personalization, self-talk, and identification of difficulties. These can help a teacher understand children's thought processes. The article can be downloaded in PDF format.