Effective Teacher Practices for
Providing Targeted Social Emotional Supports
2015
Module 10: Teaching Problem Solving Skills
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING
AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
Review of Pre-learning Assignment
Respond to the questions below:
• Do you have any AHA thoughts
after reading the article?
• How do you use problem-solving
in your classroom and what
challenges do you face?
• 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”?
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Problems Are Everywhere!
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Positive Versus Negative Conflict
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5
Bert and Ernie at the Movies
• Insert video
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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
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Objectives
• Understanding the importance of involving
families/caregivers in the teaching problemsolving 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
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Instructional Practices Checklist
Included in your handouts
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I Have a Problem….
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What Would You Do?
• Find handout titled
“What Would You Do?”
• Read scenarios and
come up with solutions.
• Write down your
solutions.
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Toddler Rules
If I want it, it's mine
If it's in my hand, it's mine
If I can take it away from you, it's mine
If I had it a little while ago, it's mine
If it's mine, it must never appear to be yours in any way
If we are building something together, all the pieces are
mine
If it just looks like mine, it's mine
If I think it's mine, it's mine
If I give it to you and change my mind later, it's mine
Once it's mine it will never belong to anyone else, no
matter what
Author: Unknown
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Want to Share?
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Problem Solving Steps
• Calm down (not always needed, but important
when it is)
• Clarify/define the problem
• Brainstorm solutions
• Decide on a solution
• Evaluate the solution
• Try it out
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Cool/Calm Down
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Define the Problem
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Activity: Clues and Problems
• Find handout
titled “Clues and
Problems.”
• Read clues with a
partner and
determine the
problem.
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Brainstorm Solutions
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Evaluate the Solution
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Try It Out!
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Instructional Practices Checklist
Included in your handouts
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Problem Solving Video
Insert video of Lisa B.
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Visual Supports
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Solution Kit and Cards
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Video: Using the Solution Kit
• Insert SEFEL video
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Solution Strategies
Insert video of Doyle
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Sharing Supports and Strategies
• Choose either the
Solution Kit or Problem
Solving Steps cards.
• Cut out the cards.
• Punch a hole in upper
corner of card.
• Attach card to ring.
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Formative Assessment
Insert video 5a of Winding Springs class
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Formative Assessment
• Find your handout 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.
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“Problematize”
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Proactive Steps
• Find handout titled
“Proactive Steps to
Teaching Problem Solving
Skills.”
• Discuss your assigned
strategy (on the note
card) with your group.
• Identify an example of
your strategy.
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Family Engagement
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Message in a Backpack
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Foundations
• Look at each of the 5 domains
along with their subdomains,
goals, and developmental
indicators.
• Determine which goals in each
subdomain are addressed by
teaching problem-solving skills.
• Write down the goals in each
domain that fit.
• Find the goals on the charts on
the walls.
• Place sticky dots beside the
goals you identified for each
domain.
http://nceln.fpg.unc.edu/sites/nceln.fpg.unc.edu/files/resources/NC%20Foundations%202013.pdf
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Relationship between Foundations
and NC Standard Course of Study
Kindergarten
Older Preschool
ESD-6:
Children use a
variety of
strategies to
solve
problems
Approaches to LearningKindergarten:
Students can effectively
solve problems by
defining goals, describing
steps, and evaluating
alternative strategies in
both academic and social
interactions
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Teaching Standards
http://www.ncpublicschools.org/docs/effectiveness-model/ncees/standards/prof-teach-standards.pdf
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iPoints •
Find your iPoints for problem
solving.
• Choose a partner you do not
know.
• Assign roles - one will be the
teacher, the other will be the
administrator.
• “Teachers” explain to the
administrator how you teach
problem solving and how it
ties back to Foundations and
the Teaching Standards.
• “Administrators” ask
clarifying questions.
Included in your handouts
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Conclusion
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Post-Learning Activity
• Based on the self-assessment you
completed in the pre-learning activity,
select one area you would like to work
on. List the three ways you hope to
meet your goal.
• Examine your daily schedule and decide
when you will intentionally teach
problem solving skills. 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?
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Questions?
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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
National Association for the Education of Young Children. (2013). Solving problems with your child. Teaching Young Children, 7(1), 12. Retrieved from
http://www.naeyc.org/tyc/files/tyc/Solving%20Problems%20with%20your%20Child.pdf
North Carolina Department of Public Instruction. (2012). North Carolina Teacher Evaluation Process. Retrieved from http://www.ncpublicschools.org/docs/effectivenessmodel/ncees/instruments/teach-eval-manual.pdf
North Carolina Foundations Task Force. (2013). North Carolina foundations for early learning and development. Retrieved from http://ncchildcare.nc.gov/pdf_forms/NC_foundations.pdf
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
Shure, M.B. & Spivack, G. (1980). Interpersonal problem solving as a mediator of behavioral adjustment in preschool and kindergarten children. Journal of Applied Developmental Psychology, 1,
29-44.
Shure, M.B. & Spivack, G. (1982). Interpersonal problem-solving in young children: A cognitive approach to prevention. American Journal of Community Psychology, 10, 341-356.
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
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