Support children in learning about
the decision-making process
Assist children to share their ideas,
discuss limitations and solve
problems
Decision-making is about making a judgement that is reasoned. When we make good
decisions, we form clear opinions and act on them. We all have to make decisions every day.
What to have for breakfast, what clothes to wear or whether to take that shortcut to work to
avoid the traffic congestion.
Decision-making and problem solving are closely related. Remember that problem solving is
not just about finding answers to difficult questions; it’s about solving a problem that may be a
brainteaser, an enigma, a mystery, a puzzle, a riddle or a question.
For children, decision-making is about having opportunities to decide what course of action to
take, or being involved in deciding what materials to use. Involving children in simple decisionmaking opportunities assists them to build their self-confidence and independence.
Problem solving is a basic learning tool. Children encounter simple ‘problems’ every day. These
problems can be related to the physical environment or the social environment. How can I get
my sand castle to stay standing up? How can I stop that other child from knocking down my
sand castle? For children, ‘problem-solving’ is about finding solutions to simple everyday
issues.
In order to encourage children in decision-making and problem-solving we should ensure
children:
•
•
•
•
•
•
feel safe to share their ideas and opinions (think about how this feeling of safety
will be developed)
know it is ok to make mistakes and they won’t be judged badly if they do
know their ideas and judgements are valued
have enough space and time to solve problems
have flexible and open-ended materials that encourage problem solving rather
than ‘one way’ only
have appropriate problems to solve.
1
© NSW DET 2007
When interacting with children we should use strategies and techniques that will help draw
out their ideas and thoughts, and support them in solving problems.
Here are suggestions:
•
Questioning. Open-ended questions allow children to explore their ideas. These
are questions that begin with ‘why’, ‘how’, ‘what if’ and ‘when’.
Brainstorming. It is useful to list all the ideas and then to eliminate the least
probable solutions before beginning to carry out the task ie prioritise options—this
leads to future understanding of the issues and limitations.
Giving choices. This ensures options are explored rather than limiting the
children’s creative thinking once they arrive at the first solution – there could be
12 ‘right’ answers.
Following through. This is important to show the children that you value the
decisions and choices that they make.
Considering developmental abilities. Being aware of each child’s developmental
level assists the carer in supporting children’s choices and decision making, ie,
starting with the simple choices initially then working towards more complex
alternatives, as children are able.
Developing problem-solving skills. Assisting children to consider a range of
possibilities and develop flexible and creative ways of approaching challenges.
•
•
•
•
•
Activity 1
Clearly describe to children limitation
of resources
In collaborative decision making and allowing children choices there will be many times when
our ability to act on children’s decisions and choices is limited by the resources available.
The types of limitations we are likely to encounter may be due to:
•
•
•
•
•
•
•
•
costs and budget constraints
staff numbers
shared nature of resources
physical environment
available space
available equipment
time
developmental appropriateness.
2
© NSW DET 2007
With appropriate discussion and support, young children can begin to understand that there
are limitations that restrict what can be done. However, the developmental abilities of the
children need to be taken into account. For example, there is little point in discussing with a
two year old the need to take turns and share pieces of scarce equipment.
Discuss safety factors and legal
requirements that may constrain
options
There are a number of safety, legal and ethical issues that realistically limit our options of the
choices we can offer children, or that limit our ability to follow through with ideas presented
by children.
Safety and legal requirements that ay constrain options
safety regulations (OHS of the service)
duty of care
state licensing requirements
code of ethics
UN Rights of the Child
health considerations
behavioural issues (behaviour guidance policy)
sun safe policies
weather
high risk activities (abseiling)
location of activity (near water)
consideration of inclusive practices
impact upon others
group rules that have been developed by the
children
organisational standards, policies and procedures
(staff ratios for excursions).
As with resource limitations, the effect of these restraints can be discussed with children
depending on their developmental level.
Activity 2
3
© NSW DET 2007
Assist children to plan
implementation of ideas/
suggestions
Activity 3
An important part of problem solving and decision-making is allowing children to try out their
ideas in practice.
Guidance by supportive carers so that children can implement their ideas and suggestions
should begin as soon as possible. Simply responding to a baby’s interest in a particular toy by
moving them closer or putting the item with in visual or arm reach is one example.
Responding to children’s cues and, later, the use of questioning to give choices during play
experiences, mealtimes and routine times can begin at a very early age. Providing appropriate
resources that children may request and saying ‘Yes!’ as often as possible encourages children
to be confident explorers of their environment.
When children’s ideas and suggestions are implemented it gives them a feeling of value and
freedom of choice.
True collaboration is about focussing on a task or problem and the real giving and taking of
ideas for the benefit of the whole group.
Initial ideas may seem impossible but we can use brainstorming and mind maps to explore
children’s suggestions—and eventually implement them.
Brainstorming and mind mapping can be used successfully with children as young as three to
follow up interests, draw out ideas for activities and projects and to solve simple every day
problems.
Mind mapping is a visual record of the ideas and issues presented via brainstorming. The topic
is usually written in the middle of the paper or board and children’s responses and ideas are
written around the topic, circled and connected to the topic by lines. A mind map is useful as it
can be referred back to and added to as ideas develop. In a brainstorming session with young
children it is important not to disregard any ideas. Children can be consulted about simple
rules like ‘no calling out’ and ‘one person speaks at a time’.
4
© NSW DET 2007
Acknowledge suggestions that
cannot be used and explore
alternatives with the children
It is not always possible or realistic to follow through on children’s ideas and suggestions. This
may be due to a number of constraints mentioned earlier or the child’s idea may not be
appropriate for a childcare situation. We should always keep an open mind, however, and first
ask ourselves ‘Is it possible?’ — just because it hasn’t been done at your centre before, doesn’t
mean it can’t be done. Sometimes, though, it is simply not feasible to follow through and in
these situations, it is important to acknowledge children’s contributions rather than simply
ignore them. It may be that we can discuss the idea further with the child or children to
develop an alternative idea or plan that is feasible for the childcare environment.
For example, in the scenario above, one of the children suggested that the books be put up
higher so the ‘babies won’t get them and tear them’. We need to explain to the children that
babies need books too and ask them what types of books could be kept down low and what
books could be kept higher. You can guide the discussion so that the children come up with
the alternative of placing board books and thicker paged books on the lower shelves so the
babies can access them.
In all our interactions with children, we should seek to foster their sense of initiative while
being mindful of safety and the rights of others. Erik Erikson stressed the importance of
children being able to develop a sense of autonomy and initiative in order to avoid a sense of
shame and doubt in their own abilities. This builds the foundation for school-aged children to
develop a sense of industry, a love of learning and doing, as opposed to a sense of inferiority.
5
© NSW DET 2007