Promoting Social Emotional Competence

Promoting Children’s Success: Social Emotional

Problem Solving Skills

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

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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.

Would it be safe?Would it be fair?How would everyone feel?

Problem Solving Steps

Step 2

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Identify the Problem• 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.

• After the problem has been identified, children describe the problem.• Problems should be reframed into

“I statements”

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Generate 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

• 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

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Consequences• 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?

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Try It Out!• 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

Handout 7 & 8

Problem-Solving Activities

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 (using a teasing shield)

• Teaching aggressors skills to initiate play and to feel sorry

Teasing ShieldPurpose:• To teach children how to ignore inappropriate behavior

• To teach children how to initiate play appropriately

Materials:• Puppet for pre-teaching use of teasing shield• Shield printed on card stock with a handle taped to back

• Various art supplies to decorate front

Stages of Learning• Using a puppet, demonstrate how the shield works:

When someone is saying something mean to you, you can put up your shield and ignore them. Demonstrate how to initiate play and feel sorry

• Introduce art activity, decorating shields with names, markers, stickers, glitter, etc

• Practice using shield in context of classroom, with shield and without shield

• Reinforce use of shield skills in natural contexts. This includes noticing and labeling as well as supporting children in using this technique successfully

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Activity: Problem Solving Lesson Plan• With your co-teachers, 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?

• Use the Action Plan to develop next steps.

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Questions?