Promoting Social Emotional Competence

Adapted for Kindergarten-Grade 1 from the Center on the Social and Emotional Foundations for Early Learning by Genetta Gross, Margret Thorstenson, Melissa Binkley & Elizabeth Vorhaus

PROMOTING CHILDREN’S SUCCESS: PROBLEM SOLVING SKILLS

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Learning to Problem Solve • Problem solving is a difficult task (even for adults!).

• Research has demonstrated that young children are cognitively capable to learn problem solving.

• Problem solving can be taught step-by-step.

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Step 2

Problem Solving Steps

Step 1: Define the Problem

Step 4: Try it out!

Step 3: Consider Consequences

Step 2: Think of Solutions

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• Teach children to pay attention to their feelings as the first step in problem solving.

Identifying a negative emotion is a cue that there is a problem.

• Describe the problem After the problem has been identified, children describe the problem.

Problems should be reframed into “I statements”

Step 1: Identify the Problem

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Step 2: Think of Solutions

• Children need to learn how to generate multiple solutions to problems.

• Sample solutions could be: • Get a teacher; Ask nicely; Ignore; Play; Say, “Please stop”; Say,

“Please”; Share; Trade; Wait and take turns • Walk away; Apologize; Play a game to decide; Do something to

cool down; Talk it out; Play something else

• The key is teaching children to generate as many solutions as possible, rather than just one “correct” solution

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The Solution Kit-Early Elementary

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Video: Teaching the Solution Kit

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• Once children have learned the problem solving steps and begin to generate solutions, the next phase is learning that solutions have consequences.

• When learning to evaluate solutions starts with the child asking:

• Is it safe? • Is it fair? • How would everyone feel?

Step 3: Consequences

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• Once a solution has been selected, children should try it.

• Not every solution will work.

Children can try other solutions they have generated

They may need to return to Step 2 and generate more solutions

Step 4: Try It Out!

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Activities to Support Problem Solving• Problematize everything

• Play “What would you do if…”

• Make your own solution kits

• Generate solutions to problems occurring in children’s stories

• Scripted Stories

• Puppets

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Dealing with Common Peer Problems• Teaching alternative responses to being teased, bullied, or yelled at

• Teaching children to speak up when something is bothering them, “please stop”

• Teaching children to be good ignorers

• Teaching aggressors skills to initiate play and to understand empathy

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Enhancing Problem Solving Skills

There are five steps to enhance problem solving skills:

1. Anticipate

2. Proximity

3. Support

4. Encourage

5. Promote

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Anticipate

• Expect problem situations to occur

• Be aware of potential problem areas and plan for them

• When teachers anticipate problems, they are available to support children in problem solving

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Proximity• Seeking proximity is key to enhancing children’s problem

solving skills

• Proximity does not necessarily prevent problems from occurring

• Proximity allows the adult to be ready to assist the child in anger management and problem solving strategies

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Support

• Young children need adult support to engage in problem solving

• Support involves: • Prompting the child through the

problem solving steps • Keeping the children involved in the

problem solving process

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Encourage

• Good solutions will not work all of the time.

• Children need to be encouraged to keep generating alternative solutions

• Acknowledging children’s efforts will encourage them to continue problem solving

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Promote

• Promoting reinforces children’s success in problem solving skills

• Informal promotion • High-fives, thumbs up, winks, verbal

acknowledgement, hugs

• Formal promotion • Mini celebrations

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Activity: Action Planning

• Discuss how you will introduce problem solving skills to your classroom.

• Think about:How will you define problem solving? How will you demonstrate problem solving?How will you help your students practice the problem

solving steps and solutions?

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If there is anything that we would wish to change in the child, we should first examine it and see whether it is not something that could better be changed in ourselves.Carl Jung, Psychiatrist

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Questions?