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Module 10: Teaching Problem Solving Skills

Effective Teacher Practices for Providing Targeted Social Emotional Supports Module 10: Teaching Problem Solving

90 Minute Face-to-Face Session: Script

Contact Hours: 1.5 contact hours (60 minute session plus 30 minute pre-learning review)

Slide 1: Welcome and Introduction

Welcome to this session on problem solving. In this session we’ll learn to teach this essential skill to young children who, because of their age and level of development, live in a world they feel revolves around them. By the end of the session, we’ll have an arsenal of strategies and visual supports to help children learn to solve problems. We’ll also have a deeper understanding of how problem solving, and the intentional teaching of the skills needed to help children solve problems, tie in with Foundations for Early Learning and Development and the North Carolina Teaching Standards.

Slide 2: Review pre-learning Assignment

1. You read Preschoolers Grow Their Brains: Shifting Mindsets for Greater Resiliency and Better Problem Solving, by Shelby Pawlina and Christie Stanford, Young Children- September 2011, at this link: http://www.naeyc.org/files/tyc/file/V5N3/Preschoolers%20Grow%20Their%20Brains.pdf

Respond to the questions below: Do you have any AHA thoughts after reading the article? How might a classroom meeting help with problem solving? What do you think about the section on supporting a “growth mindset”? How do you use problem-solving in your classroom and what challenges do you face?

2. Share reflections on your own practices: What is one area you’d like to improve and a strategy you use that is working well? What is an area in which you would like to “grow your brain”?

[Trainer note: discuss pre-learning assignment (Instructional Practices self-assessment, reading, and reflection upon article – Preschoolers Grow Their Brains: Shifting Mindsets for Greater Resiliency and Better Problem Solving.]

Slide 3: Picture of woman waking up

We know that problems and conflicts are a part of everyday life and can’t be prevented. The question is not how to avoid them and prevent them from happening, but how can we manage them when they, inevitably, do occur. The alarm clock goes off in the morning. That creates a problem-- and an opportunity to make a decision and find a solution. We hear it buzzing or ringing. We think of solutions, decide on one, and implement it. We move through the same steps we use every day to solve problems without thinking very much about the steps. We want young children to become as adept as we are at solving problems and resolving conflict – and we can effectively teach them to do so.

(Shure & Spivack, 1980, 1982; Webster-Stratton & Hammond, 1997)

1Effective Teacher Practices Supporting

North Carolina Foundations for Early Learning and DevelopmentNC Early Learning Network, a joint project of NC-DPI and UNC-FPG, 2016

http://www.naeyc.org/files/tyc/file/V5N3/Preschoolers%20Grow%20Their%20Brains.pdf


As with emotional literacy and anger and impulse control, it all starts with learning to manage feelings and actions, or, self-regulate. We then teach children how to make good choices. Preschool children benefit from extra support to learn these skills, in part, because they are just beginning to understand that others have viewpoints and feelings that may be different than their own. It’s not until age five that children begin to move away from egocentricity and more maturely comprehend how their actions have an impact on others.

(Smith, 1993)

Slide 4: Positive vs. Negative Conflict

We teach children to handle conflict in positive ways: what to say and do to work through problems. We give them alternatives to yelling and hitting to get their way.

Slide 5: Photo of child with quote

The caring and nurturing learning environments we establish for young children give them safe and supportive places in which they can try new things, make mistakes, understand that it’s okay to make mistakes, and believe that they can succeed. As described in the article you read for the pre-learning activity, positive experiences help children develop self-efficacy, or, the confidence in one's own abilities.

(Bandura, 1994)

Slide 6: Video: Bert and Ernie at the Movies

Let’s watch a quick video of Bert and Ernie at the movies. You’ll see an example of a problem that needed a solution.

[Show Problem Solving Module video 1]

How did Ernie solve his problem? Were there other solutions he could have tried?

[Allow participants to respond. Prompt as needed to make the point the video illustrates a problem and how to find a solution.]

This might be a fun video to help children understand problem solving steps and brainstorm solutions.

Slide 7: Objectives

Participants will: Understand what problem solving is Know the steps to teach problem solving to young children Understand how to use visual supports and strategies in teaching problem solving




Slide 8: Objectives

Understanding the importance of involving families/caregivers in teaching problem solving skills Be able to articulate the relationship between instructional practices, Foundations for Early Learning

and Development, and the North Carolina Professional Teaching Standards in regards to teaching problem solving skills

Slide 9: Instructional Practices Checklist

Find the Instructional Practices Checklist for Teaching Problem Solving – for teachers – in your supporting materials. As you look through these practices you may see some that you are already doing and others you’re interested in learning. We’ll refer to the practices listed on the checklist throughout this session.

Slide 10: “I have a problem”

Children experience problems – both simple and complex – throughout the day. ‘I can’t tie my shoe’ or ‘I lost my backpack,’ two children want the same toy, etc.

Slide 11: What Would You Do? (Activity)

As adults, how do we solve the myriad of problems that come our way? Have you ever started preparing a meal only to find you either forgot to buy an ingredient or ran out of something you needed? Or you start packing for a trip and realize you forgot to pick up the dry cleaning? What did you do? Let’s try a problem solving activity. Find your handout titled: What Would You Do? Work with a partner to look over the scenarios and come up with solutions. Write them down and be ready to share. Let’s take about 5 minutes.

[Give time for activity. Check to see if everyone is ready before pulling participants back together.]

What did you come up with? Were some of your solutions ones you could use in other circumstances?

[Allow pairs or groups to share a problem and a solution.]

Did you find that you came up with better solutions because you were working with others? ‘How can we solve this problem?’ is one of the best ways we can teach children to solve problems. Blame or punishment for problems won’t help.

Slide 12: (show Toddler Rules: If I want it, it’s mine; if I see it, it’s mine, etc.)

We’ve said that preschoolers are egocentric and, because classrooms are made of individual children, all developing and learning at their own pace, we may need to provide lots of guidance and assistance.

Slide 13: Picture of two children tugging on a toy




Because three and four year old children see only their own viewpoints and spend little time thinking about the impact of their actions on others, they may not understand that hitting might hurt someone else. They won’t want to share. Ask any three-year-old child playing with a favorite toy if he or she wants to share --what is the most likely answer? No!

At five and six years of age children begin to compete. The idea that someone wins and someone loses comes into their world view and they begin to experience hurt feelings. We teach them to understand and express their feelings and talk about how others might feel. That’s when they begin to understand that others have viewpoints that may be different than their own. From there we can move on to teaching how to handle conflict.

(Kreidler & Whittall, 1999)

Slide 14: Problem Solving Steps

When researching it, you’ll find multiple resources that describe various processes for solving numerous types of problems. For our purposes we’ll focus on solving social problems. The steps for social problem solving are similar across the various models, although some add a step for cooling down -- particularly for those situations in which frustrations are high and tempers flare.

The basic steps for solving problems are:1. Calm down (not always needed, but important when it is)2. Clarify/define the problem3. Brainstorm solutions4. Decide on a solution5. Evaluate the solution6. Try it out

Think back to Ernie and his problem at the movies. What did he do to solve his problem?

[Allow participants to respond.]

Ernie was able to identify the problem and ask for help. Bert helped him brainstorm. Ernie decided on a solution after evaluating whether it would work and then he implemented the solution.

Children learn to solve problems by observing and by practicing. Some children may need the extra support provided by direct instruction and scaffolding. We’ll talk about strategies for providing that support. First, let’s talk about each of the steps in the problem-solving process.

Slide 15: Calm Down

During the first step of the process – ‘calm down’ – we help children learn to move from an emotional state to a thinking state. At the beginning or our session, we talked about problems we’ve experienced and how they made us feel. For many of us, our first response was emotional: fear, frustration, and anger. Then we were able to move on. Young children need support and practice to move from emotions to thinking. We provide that support by listening, validating, and reflecting on their feelings.




We give them a chance to tell us how they feel. The level of their emotional state will determine how long or what kind of cool-off period is needed. Help children understand that a period to cool off is not punishment. Cue children to implement the breathing strategies taught during the module on recognizing and controlling anger and impulses and emphasize how taking some deep breaths can calm us down.

Slide 16: Clarify/define the problem

Not every child can easily articulate what the problem is. Some children may need extra help describing a problem with words. Teachers can help children develop the communication skills and vocabulary they need to be successful in all areas of their lives, including their interactions with peers and in conflict situations (Oertwig & Holland, 2014). Model for children how to state the problem. Keep it short and clear. We know some children can go “all the around the block” with their explanation. Teachers may need to help them summarize so they can move on to finding a solution.

Using ‘and,’ rather than ‘but,’ as a connector between what the child wants and the actual situation helps to validate the child’s position. Using the word ‘but’ can set up opposition from the beginning. So instead of saying, ‘You wanted the red marker – but Samantha has it,’ you might say, ‘You wanted the red marker -- and Samantha has it.’ Hear how ‘and’ sounds more likely to lead to a solution?

Slide 17: Activity: Clues and Problems

We can help children see both sides of a problem. When we use neutral language, we are not taking a side but stating the problem in a matter of fact and non-emotional way. Let’s try using neutral language to identify a problem in this next activity. Find the handout, ‘Clues and Problems.’ Let’s look at the example.

[Read the example: While seated at the art table, Sam dumps the markers on the floor when asked to draw a picture of a house. Ask participants: What do you think the problem is? Prompt with: The clue is he dumped his markers. The real problem may be that he does not want to draw.]

Work with a partner to read the clues and determine the problem. Take a neutral stance when identifying the problem. When we help children clarify a problem we can then move on to look for solutions. Take about 3-4 minutes to complete this with your partner and then we’ll share out.

[Give time for activity.]

Let’s take a volunteer to share.

[Go through each of the items. Ask if there are other possible problems identified and not mentioned.]

Slide 18: Brainstorm solutions

The next step is brainstorming. As we teach brainstorming, we may need to guide children with open-ended questions, such as, ‘What are you going to do? Tell me some ideas? How could you solve this




problem? What could you do that is helpful?’ Some of our children may have trouble coming up with solutions. For these children, we can start slowly by offering two choices. For example, if a child is throwing foam blocks in the block center, you might say, ‘You were having fun throwing the foam blocks -- and blocks are for building. Would you like to toss beanbags into the clown’s mouth? Or wait and throw balls outside later?’

The solutions for many of the conflicts that arise between children include sharing, taking turns, finding something else to play with, and getting an adult’s help. Once children learn to brainstorm, they may come up with inventive solutions. Try not to judge the solutions they come up with. You may think a solution sounds unfair, yet the children may be fine with it. Help children determine whether a solution is feasible. If two children want the tricycle, and their solution is for you to buy another one, explain that this can’t happen easily. Many of you may be familiar with Solution Kits and other strategies that help children find a solution. We’ll talk in more detail about the Solution Kit and other strategies when we go into Visual Supports in a few minutes. Decide upon a solution to try – that’s step 4.

Slide 19: Evaluate the solution

Notice that the slide says, ‘step 3,’ but we consider this to be step 5 – as we’ve included ‘calm down’ and ‘decide upon a solution to try.’

The next step is to evaluate the solution. After children have come up with solutions to problems, they then evaluate whether it will work. Help children think about, ‘What could happen next?’ Three questions to guide this conversation are:

1. Is the solution safe?2. Is the solution fair?3. How would everyone feel?

Use role play and puppets to talk about the solutions.

Slide 20: Try it out! (Page 19 from Iowa handout)

We’ve kept this step in the process from some problem-solving resources that add this step, ‘Try it out!’ Notice the slide says step 4, but we consider it step 6 because we’re combining the best of the problem-solving models. Once the children decide on a solution, let them put it into action to see if it will work, then provide descriptive feedback. For example, if a child knocks over the container of crayons and then picks them up you might say, ‘You picked up the crayons off the floor. You took care of our art materials. That solution worked!’ When a solution doesn’t work, talk about why it didn’t, and guide the children back through the problem-solving process again.

(Bilmes, 2004)

Slide 21: Instructional Practices to Promote Problem Solving Observer Checklist (pic of checklist)

Find the instructional practices checklist for observers in your supporting materials. Look for these practices while we watch a video of a teacher going through the problem-solving process with a child. A




little background on this classroom: At the time of videotaping it included 17 children age three to five. Four of the children were identified as Exceptional Children: three with developmental delay and one as speech impaired. Several children were identified with social-emotional needs including five children who had been referred for play therapy due to severe emotional trauma. One child was a dual language learner. The classroom staff included one teacher and two assistants. At the time of the videotaping an additional support person was working in the classroom. As you watch the video, note the instructional practices you see her using. Notice the tone of her voice, her positioning, and how she guides the child through the steps. Also pay attention to how she involves the other child in the process.

Slide 22: [Show Problem Solving Module video 2]

What instructional practices did you see Lisa using?

[Prompt as needed to talk about: IP-3 Provide visual reminders about problem-solving steps and possible solutions (The teacher

utilizes visual reminders on a key ring with problem solving solutions to guide one of the boys through the problem solving process.)

IP-4 Support children as they work through the problem-solving process in naturally occurring situations (The teacher helps the children with brainstorming solutions to their problem.)

IP-7 Individualize instruction and use different procedures and materials to teach problem solving based on children’s individual needs (The teacher uses visual cues and models questions to ask for one child and uses questioning with the other child.)

IP-8 Use problem solving in interactions with children and model problem-solving steps (The teacher models how to ask questions regarding the problem-solving steps and solutions that the child might use with his friend.)

IP-10 Support children’s development by providing specific feedback on progress/growth that they have made ( The teacher tells one of the children that it is great that he is willing to take turns as a solution to the problem he is having with his friend)? ]

What else did you notice?

[Prompt with: Her tone of voice was calm. She redirected the child.]

What about her patience? Did you notice how her voice and facial expressions stayed even? Did you notice her attention to the process even when it would have been easier to just say, ‘Just go find something else to do’? Did she go through all of the problem-solving steps? Would you have done anything differently? How did she involve the other child in the solution process?


Now find the NC Professional Teaching Standards in your supporting materials. What teaching standards did the teacher demonstrate in this video clip?

[Prompt with: Standard II: Teachers Establish a Respectful Environment for a Diverse Population of Students

(The teacher maintains a calm, nurturing demeanor with the two students who are trying to work




out a problem. She also consistently allows each student to express their feelings and point of view about which of the solutions to the problem would work best for them.)

Standard IV: Teachers Facilitate Learning for Their Students (The teacher has incorporated the use of the problem solving process and solution kit cards with her children. She individualizes her instruction and conversation according to the individual learning needs of the two children working out their problem.)]

[Trainer note: you may want to note that when teachers support children in learning problem-solving skills they are addressing 21st century skills. A resource you can recommend is Mind in the Making: The Seven Essential Skills Every Child Needs, by Ellen Galinsky.]

Slide 23: Visual Supports

We have covered the steps of problem solving. Let’s talk about strategies for helping children use the process. Instructional Practice 3 from the checklist says to provide visual reminders about problem-solving steps and solutions. You just watched a video clip showing Lisa using the solution steps depicted visually on cards that she keeps fastened to a lanyard. Visual cues provide extra support, particularly for young children who are still developing language comprehension and expression. Children can learn to use visual depictions of the problem-solving steps with each other and independently. As children work through problems it is important for teachers not to impose their idea of a ‘fair’ solution on the children. So if the one child does not want to share then move on to finding another solution that will work for everyone. As children become more independent in using the solution kit, teachers may consider assigning ‘Problem Solver’ as one of the classroom jobs. It is often one of the most popular jobs and frees the teacher up to focus on other activities.

Templates for visual supports are on the CSEFEL website and other websites.

[Trainer note—show participants where to find resources on websites: http://csefel.vanderbilt.edu/resources/strategies.htmlBring examples of visual supports to your face-to-face sessions to display.]

Slide 24: Picture of solution card

Visual supports for problem solving include solution cards and solution kits. The visuals help children think of alternative solutions to a problem. When two children are working out a problem, a single solution may not be enough. Children can work together to select a solution from the various options depicted on the cards – that might work for both parties. Let’s watch a video of a teacher using the solution kit with a child who wants the toy another child has.

Slide 25: Video of teacher using solution kit

[Show Problem Solving video 3]

Did the solution kit work? Did they find a solution that was acceptable to both children?

[Pause for participants to share their thoughts.]



http://csefel.vanderbilt.edu/resources/strategies.html


What was your impression of the teacher? How did she implement the problem-solving process?

[Pause for participants to share answers. Prompt with: she was patient. She used a calm voice. She kept the child engaged in the process.]

How helpful was it to have the visual support of a Solution Kit? Has anyone here tried using a Solution Kit or Solution Cards in your classrooms?

[Prompt to talk about successes and challenges.]

Slide 26: Problem Solving Module video 4: Doyle talking about using Solution Strategies

In this next video clip, listen as Doyle, a master SEFEL teacher in Johnston County, talks about using solutions strategies in her classroom. Doyle teaches an inclusive class of 14 children, 3 and 4 years of age.

As you watch, notice what she adds to the steps of the basic problem-solving process.

[Watch video]

What did she add to the steps of the basic problem-solving process?

[Prompt with: using kind words, being helpful.] In the scenes that were part of the video, did you see any visuals you might like to try? (ex: file folder with the steps in the center)

[Trainer Note: Slides 28-34 are examples of problem solving supports and visuals. Most of these are things that can be easily made by teachers/staff to use in their classrooms. Others are resources that could be adapted for use by teachers. You may choose to review each of these, or choose only a few of the examples to focus on with your staff.]

Slide 27: Teachers Share Supports and Strategies

Let’s make wristlets with the problem-solving steps for you to try in your classrooms. You’ll pick up a set of either the ‘Solution Kit’ or ‘Problem-Solving Steps’ cards. You will also need to get scissors, a hole-punch and a wristlet. Please share with the people at your table! Cut out the cards, punch a hole in the upper corner of each one, and thread each card onto the ring of the wristlet.

[Allow 15 minutes for this activity]

[Trainer note – you may want to mention that some schools have chosen to leave out or replace the graphic on the ‘ignore’ card in the solution kit because the child sticking out his tongue may cause problems in the classroom.]

[Trainer note – additional ways to use solution kits include:




Placing solution kit in binder with Velcro strips so the teacher may pull off and offer two choices if a child has difficulty with too many choices

Individualizing the solution kit by taking pictures of the children in the classroom Teaching a different solution daily or weekly with various games Using solution kit pictures on bulletin board or in notebook for children to sign when they feel

they have mastered that skill]

Slide 28: Formative Assessment

When we teach a new skill, we want to know whether children have learned the skill and, if not, how to adjust instruction so that children can experience success. The formative assessment process helps us know where we are going, where we are now, and how to close the gap. Formative assessment is a moment-by-moment analysis of children’s learning for the purpose of informing the teacher’s next instructional steps to help children move through learning progressions. It occurs before, during, and after instruction and provides immediate feedback to children.

In this next video, we will watch Elizabeth Pannell, a SEFEL teacher in a Charlotte-Mecklenburg school, facilitate the use of the Solution Kit to solve a problem in a center. This classroom is a Bright Beginnings Title I classroom with three children with IEPs and ten children who are English language learners. Watch the video and make note of what you notice about the girls’ ability to use the solution kit to solve their problem.

[Watch Problem Solving Module video 5a]

Do the children know the steps? Do they seem to understand them? How do you know? What did you notice about the girls’ ability to get the solution cards and use them? Did they know where they were? Did they need help from the teacher? How does the visual support help the children as they go through the process? Did the cards make it easier for the girls to come up with a solution?

Slide 29: Formative Assessment ActivityFind the chart in your handouts titled, ‘Teaching Problem Solving Skills: Formative Assessment.’ Think about the activity on the video and collaborate with the people at your table to make notes on the worksheet about the learning target of the activity, how you would know the activity was successful (criteria for success), how you would collect data or document and analyze evidence, descriptive feedback you could provide, and the implications for instruction.

[Trainer note – have these steps on chart paper for participants’ reference: Determine a clear learning target Define criteria for success Indicate how you will collect data/documentation and analyze evidence How you would provide clear, descriptive feedback How you might need to change or adjust instruction]

[Allow participants about 10 minutes to complete this activity]

Now, let’s come back together and have a couple of volunteers share out their responses.





Slide 30: “Problematize”

We can set up scenarios for problem solving in our classrooms using the ‘sabotage’ play strategy. Set up a situation that needs a solution. For example, bring one apple to the table for snack and say, ‘Oh, we have a problem. I have only one apple and five children. What can we do?’ Encourage children to come up with as many ideas as possible before guiding the children toward one solution to try. Go through the steps.

Slide 31: Proactive steps: Supporting young children with problem solving in the moment

[Trainer note: write one of the 5 Proactive Steps on a large note card. Place one face down on each table. If you have more than five tables, have more than one set.]

Find the handout on Proactive Steps to Teaching Problem Solving Skills adapted from CSEFEL. These strategies provide additional support for teaching problem solving. The strategies are: anticipate problems to avoid them, stay in close proximity when you anticipate problems, provide support, provide encouragement, and promote success with ‘mini-celebrations,’ such as high fives.

On your table is a large note card with one of the five proactive steps. As a group, discuss and come up with an example of the strategy listed on your notecard. Choose a reporter to share out with the large group. Take about 5 minutes to work with your table group.

[Allow about 5 minutes for tables to discuss their step.]

Let’s come back together to share.

[Have each table read the step on their card and the description listed in the handout. Then share the example they came up with as a table group.]

Slide 32: Family Engagement

How might we help families learn the steps of the problem solving process? How might we guide families in understanding how to make problem solving developmentally appropriate for their child? How can we show families the strategies we’re learning in school that they might try at home?

[Give time for responses. Chart the answers.]

Slide 33: Message in a Backpack

“Message in a BackPack” handouts are available from the National Association for the Education of Young Children (NAEYC) publication, Teaching Young Children. Each deals with a different aspect of child development.




[Trainer note – go to website -- http://www.naeyc.org/tyc/backpack -- and show participants where to find Message in a Backpacks.]

Slide 34: Foundations: NC Early Learning and Development Standards

Now that we have covered what it means to help young children learn to problem solve, let’s take a few minutes to look at what that means in terms of the Foundations and the NC Teaching Standards. We want teachers to align their teaching with the NC Foundations for Early Learning and Development Standards. We know these align with the Kindergarten SCOS. So, let’s look at how teaching the skills needed for solving problems ties in to the Foundations.

[Trainer Note: On chart paper, list the domain, sub-domain and goals, one domain per chart: Cognitive, Emotional-Social, etc. Post the chart paper around the room.]

By now we are all familiar with the Foundations document. Take your copy of the Foundations and for the next few minutes, flip through the domains, subdomains, goals, and indicators to determine which goals are addressed by teaching problem-solving skills. We know the Emotional-Social domain addresses problem solving. But let’s look at all domains for this activity. Write down the goals from each domain that you think are addressed by teaching problem-solving. For example, if you think APL-5 is one, write it down. It may help to look at the developmental indicators under each goal to determine whether it fits. You can do this by yourself or with a partner. After you have a list, take some of the sticky dots on the table. Around the room are charts of the domains, subdomains, and goals. Put your sticky dots on the goals you identified.

(Give 10 minutes for this part of the activity.]

Now let’s come back together and look at what we have. You can see by looking at all the dots on all the charts that teaching problem-solving skills to young children covers all the domains.

Slide 35: NC Foundations Crosswalk to NC Essential Standards

On your tables are two copies of the crosswalks between the early learning and development standards (Foundations) and the NC Standard Course of Study (NC Essential Standards and the Common Core). The crosswalk shows how the early learning and development standards align with the NC Standard Course of Study (NC Essential Standards and the Common Core). For example, in Approaches to Play and Learning Goal 6: Children use a variety of strategies to solve problems. All the indicators for this goal: APL-6n: Seek and make use of ideas and help from adults and peers to solve problems (“How can I

make this paint get off my pants?”); APL-6o: Describe the steps they will use to solve a problem; APL-6p: Evaluate different strategies for solving a problem and select the strategy they feel will

work without having to try it; APL-6q: Explain how they solved a problem to another person) align with



http://www.naeyc.org/tyc/backpack


the kindergarten goal: Approaches to Learning Educational Claims for K-3: Students can effectively solve problems by

defining goals, describing steps, and evaluating alternative strategies in both academic and social interactions. Another content area for the same Approaches to Play and Learning goal might be

NCES Social Studies K-2 preamble & introductory paragraph K-3: Students gain from social studies the attitudes and values that enable them to be effective problem solvers, good decision makers, and‐ wise planners.

You have access to the crosswalk and can use both it and the Foundations to point to the connection between early childhood education and the NC Standard Course of Study.

Slide 36: NC Teaching Standards

Next, find your NC Professional Teaching Standards in supporting materials. Look over the teaching standards and identify which ones you feel we demonstrate when we teaching problem solving. Use this information along with the Foundations to communicate with administrators about how what we teach aligns with what children need to know when they enter kindergarten. Take a few minutes to look at the teaching standards and come up with a couple talking points.

Slide 37: iPoints

Now, for fun, let’s do role play. Pull out the iPoints for problem solving. There will be one for teachers and one for administrators. In a minute I will ask you to stand up and choose a partner from another table, preferably someone you don’t know. For this activity, one of you will be the teacher and one will be the administrator. Give the administrator the iPoints for Administrators copy. As teacher, you will have three minutes to explain to your administrator how you will teach problem solving and how it ties in to the Foundations and the Teaching Standards using the notes you just made. The administrator may ask clarifying questions. After the three minutes is up, you will switch roles. Everyone up! Find a partner and introduce yourself. Wait for me to give the signal to start.

[Give time for finding partners and introductions.]

Ready? Go!

[After 3 minutes call time and have them switch roles. Give 3 more minutes and call time.]

How did you feel explaining the items on iPoints and talking to an administrator? What was difficult?

The point of the activities we just did reviewing Foundations, the Teaching standards, and iPoints is to become comfortable with describing how our instruction aligns with standards for teaching and learning, developmentally appropriate practices, and research that shows how to teach skills in early education.

Slide 38: Summary/Conclusion




In the book, Beyond Behavior Management, the author Jenna Bilmes (2004) says children need to develop a problem-solving attitude and learn problem-solving skills. A problem-solving attitude means we believe problems can be solved and trust they we can come to agreement. With adult help, children learn to manage their emotions, define problems, come up with solutions, and make purposeful choices.

When we say, ‘How are you going to solve this problem?’ we give children ownership of their own behavior. When we teach the steps in a problem solving process, we are teaching a skill that children will use throughout their lives -- in any context and every situation.

Slide 39: Post-Learning Activity

1. Take the Instructional Practices for Promoting Problem Solving Teacher/Staff Checklist that you completed as a self-assessment in the pre-learning activity. Select one area you would like to work on. List the three ways you hope to meet your goal.

2. Examine your daily schedule and decide when you will intentionally teach problem solving skills. Decide how you will teach problem solving in a developmentally appropriate way for your children. Write a lesson plan for teaching problem-solving skills. Include books, role play, puppets, etc. What visual supports will you use in your lesson plan to support children in the problem-solving process?

Slide 40: Questions

References:

Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). New York, NY: Academic Press. (Reprinted in H. Friedman [Ed.], Encyclopedia of mental health. San Diego, CA: Academic Press, 1998).

Bilmes, J. (2004). Beyond behavior management: The six life skills children need to thrive in today’s world. St. Paul, MN: Red Leaf Press.

CSEFEL. (2014, April 9). Center on the Social Emotional Foundations of Early Learning. Retrieved from CSEFEL: www.csefel.vanderbilt.edu

Iowa State University Department of Human Development & Family Studies. (2013). Train-Coach-Train. Retrieved from https://iastate.app.box.com/s/9rg5sxh5mfh43da7e05k

Kreidler, W.J. & Whittall, S.T. (1999). Adventures in peacemaking: A conflict resolution activity guide for early childhood educators (2nd ed.). Cambridge, MA: Educators for Social Responsibility.

National Association for the Education of Young Children. (2012). Help your child become a great problem solver. Teaching Young Children, 5(3), 12. Retrieved from http://www.naeyc.org/tyc/files/tyc/file/V5I2/Help%20Your%20Child%20Become%20a%20Great%20Problem%20Solver.pdf



https://iastate.app.box.com/s/9rg5sxh5mfh43da7e05k

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Oertwig, S., & Holland, A. L. (2014). Improving instruction. In S. Ritchie & L. Gutmann (Eds.), FirstSchool: Transforming preK-3rd grade for African American, Latino, and low-income children (pp. 102-124). New York, NY: Teachers College Press.

Pawlina, S. & Stanford, C. (September, 2011). Preschoolers grow their brains: Shifting mindsets for greater resiliency and better problem solving. Retrieved from http://www.naeyc.org/files/tyc/file/V5N3/Preschoolers%20Grow%20Their%20Brains.pdf

Ritchie, S. and Gutman, L. (2014). First School: Transforming PreK-3rd Grade for African American, Latino, and Low-Income Children. New York, NY: Teachers College Press.

Sesame Street. (2007). Ernie and Bert at the movies: Tall hat lady. Retrieved from https://www.youtube.com/watch?v=FZZVPjvBIr0

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Smith, C.A. (1993). The peaceful classroom: 162 easy activities to teach preschoolers compassion and cooperation. Beltsville, MD: Gryphon House.

Webster-Stratton, C., & Hammond, M. (1997). Treating children with early-onset conduct problems: A comparison of child and parent training interventions. Journal of Consulting and Clinical Psychology, 65(1), 93-109. http://dx.doi.org/10.1037/0022-006X.65.1.93

Resources

Galinsky, E. (2010). Mind in the making: The seven essential skills every child needs. New York, NY: William Morrow Paperbacks.

Gartrell, D. (2004). The power of guidance: Teaching social-emotional skills in early childhood classrooms. Clifton, NY: Delmar Learning.



http://psycnet.apa.org/doi/10.1037/0022-006X.65.1.93

https://www.youtube.com/watch?v=FZZVPjvBIr0

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http://ncchildcare.nc.gov/pdf_forms/NC_foundations.pdf

http://www.ncpublicschools.org/docs/effectiveness-model/ncees/instruments/teach-eval-manual.pdf

http://www.ncpublicschools.org/docs/effectiveness-model/ncees/instruments/teach-eval-manual.pdf


Levin, D. (2003). Teaching young children in violent times: Building a peaceable classroom (2nd ed.). Cambridge, MA: Educators for Social Responsibility.

Rice, J.A. (1995). Kindness curriculum: Introducing young children to loving values. St. Paul, MN: Red Leaf Press.



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