Module 10: Teaching Problem Solving Skills
Effective Teacher Practices for Providing
Targeted Social Emotional Supports
2014
Module 10: Teaching Problem Solving Skills
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
 Understand 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
Pre-learning Assignment
 Instructions
 Preschoolers Grow Their Brains: Shifting Mindsets for Greater Resiliency and Better Problem
Solving
 Instructional Practices to Promote Problem-Solving Skills: Teacher/Staff Self Checklist
30 Minute Review of Pre-learning Assignment
90 Minute Face-to-Face Session
 Script and PowerPoint Presentation
 Supporting Materials:
o Instructional Practices to Teach Problem-Solving Skills: Teacher/Staff Self Checklist
o Instructional Practices to Teach Problem-Solving Skills: Observer Checklist
o iPoints for Teachers: Instructional Practices to Teach Problem-Solving Skills
o iPoints for Administrators: Instructional Practices to Teach Problem-Solving Skills
 Videos:
 Problem-Solving video 1
 Problem-Solving video 2
 Problem-Solving video 3
 Problem-Solving video 4
 Problem-Solving video 5
Post-learning Activities: Extension into the Classroom
 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.
 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 or
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Module 10: Teaching Problem Solving Skills
puppets, etc. What visual supports will you use in your lesson plan to support children in the
problem-solving process?
Handouts and Supporting Materials:
 What Would You Do?
 Clues and Problems
 Instructional Practices to Teach Problem-Solving Skills: Teacher/Staff Self Checklist
Instructional Practices to Teach Problem-Solving Skills: Observer Checklist
 Teaching Problem Solving Skills: Formative Assessment
 iPoints for Teachers: Instructional Practices to Teach Problem-Solving Skills
 iPoints for Administrators: Instructional Practices to Teach Problem-Solving Skills
 Message in a BackPack
 sample materials:
o Solution Kit
o Solution Cards
o Solution Wheel
o Puppets: Pedro Problem Solver
 Chart paper
 Markers
 Sticky notes
 Make and Take materials:
o Wristlets
o Miniature solution kit cards
o Miniature problem-solving process cards
o Hole punch
Supporting Materials:
 NC Professional Teaching Standards available at:
http://nceln.fpg.unc.edu/sites/nceln.fpg.unc.edu/files/resources/TeachingStandardsPOSTER.pdf
 NC Foundations at a Glance:
o Approaches to Play & Learning
o Emotional and Social Development
o Health and Physical Development
o Language Development and Communication
o Cognitive Development
 NC Foundations for Early Learning and Development-NC Standard Course of Study Crosswalks:
o Approaches to Play and Learning
o Emotional and Social Development
o Health and Physical Development
o Language Development and Communication
o Cognitive Development
 NC Foundations for Early Learning and Development available at:
http://nceln.fpg.unc.edu/sites/nceln.fpg.unc.edu/files/resources/NC%20Foundations%202013.p
df
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Module 10: Teaching Problem Solving Skills
Effective Teacher Practices for Providing Targeted Social-Emotional Supports:
Teaching Problem-Solving Skills
Pre-learning assignment:
1. Download and review 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”?
2. Assess your current practices related to Teaching Problem-Solving Skills using the Instructional
Practices for Teaching Problem Solving Skills Teacher/Staff Checklist. Reflect on one practice(s)
you wish to improve in the current or upcoming school year. Be prepared to discuss in face-toface session.
3. Select an instructional practice from the self-assessment that you implement ‘almost always.’
Describe, in writing, a strategy you use to implement the practice. Be prepared to share the
strategy in the face-to-face session.
30 minute review of pre-learning assignment
1. Share reflections on the article you read, including thoughts about how problem solving is used
in your setting and what challenges 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 you would like to “grow your brain”?
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Module 10: Teaching Problem Solving Skills
90 Minute Face-to-Face Session
Contact Hours: 1.5 contact hours (60 minute session plus 30 minute pre-learning review)
[Trainer note: don’t forget to 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 1: Title Slide
Slide 2: Welcome and Introduction
Welcome to this session on Problem Solving. We’ll spend the next 90 minutes understanding how we
teach an essential skill to young children who live in a world that revolves around them. We will, by the
end, have an arsenal of strategies and visual supports to assist in teaching problem solving skills. You
will also leave with an understanding of how problem solving, and the intentional teaching of the skills
needed, tie in with the Foundations: Early Learning and Development Standards and the North Carolina
Teaching Standards.
Slide 3: Picture of people looking at a map
Problems are everywhere. We know that problems and conflicts are a part of everyday life. We cannot
avoid them. Problems and conflicts are reality. The question is not how to avoid them and prevent
them from happening, but how can we manage them when they do occur. The alarm clock goes off in
the morning. That creates a problem, or an opportunity to make a decision and find a solution. We
hear it buzzing or ringing. We think of solutions. We decide on a solution. We implement the solution.
As with many of the problems we face daily, we move through the steps to solving the problem without
spending time thinking about the steps. We simply solve the problem. We want young children to be
able to learn the problem-solving process and be able to become skilled at solving problems and
resolving conflict. Preschool-age children can effectively be taught problem-solving skills (Shure &
Spivack, 1980, 1982; Webster-Stratton & Hammond, 1997). Part of the process in solving problems is
managing feelings and actions appropriately. The previous module covered helping children learn how
to manage their emotions. We work with children to help them understand their own emotions but also
how to make good choices and solve problems. Self-regulation involves being able to manage feelings,
control impulses and act appropriately. But young children are egocentric. This is the inability to
understand the point of view or feelings of another when it is not the same as their own (emotional
literacy). It is not until age 5 that children begin to move away from being egocentric. Until then, young
preschool children have a hard time understanding that their actions impact the feelings of someone
else (Smith, 1993).
Slide 4:
It is necessary to teach young children what to do to keep safe and find solutions to problems that meet
their needs without resorting to violence. Children will learn through conflict either positively or
negatively. If they use aggression to solve their problems, they may win by hurting others. If conflict is
handled in positive ways, children learn what to say and how to work through problems. When young
children learn to work together to solve problems, they are learning skills needed to live in the wider
community throughout their lives.
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Module 10: Teaching Problem Solving Skills
Slide 5:
As teachers, we want to establish caring and nurturing environments for the young children in our care.
We covered positive and nurturing relationships in the previous modules this summer. Think back to
the article you read for the pre-learning activity. How would you define self-efficacy?
[Allow participants to respond]
Classrooms and environments that establish positive and nurturing relationships become places where
children feel safe and supported. Part of having a supportive classroom is providing opportunities for
young children to learn to solve problems and resolve conflicts. Supportive environments also allow
children to understand that it is okay to make mistakes.
Slide 6: Video: Bert and Ernie at the Movies
Let’s watch a quick little video of Bert and Ernie at the movies. It’s a quick example of a problem that
needed a solution.
[Show Problem Solving Module video 1]
How did Ernie solve his problem? Were there other options?
[Allow participants to respond. Prompt as needed to make the point the video illustrates a problem
and how to find a solution.]
This video introduces us to the concept of problem solving and the steps we follow to solve problems.
As we go through today’s session, we will look at the steps to solve problems, identify how to teach the
steps, and talk about strategies and visual supports that will help you teach young children the skill of
problem solving. You could use also this video with young children to let them come up with ideas Ernie
might have tried.
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
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Module 10: Teaching Problem Solving Skills
Let’s review the Instructional Practices Checklist for Teachers. As part of the pre-learning activity, you
did a self-assessment to determine where you are with each of the 10 practices. Bring that handout
back out of your packet and let’s review the list. Can I have a volunteer read them?
[Have a volunteer read the ten practices. If no one readily volunteers or your group is small, you may
prefer to read them aloud to the group.]
Are there any of these that stand out to you as ones that might be a challenge for you? As we go
through this session, hopefully the instructional practices listed will become clear and attainable.
[Allow time for comments.]
Throughout the session we will address the instructional practices listed on the checklist. We’ll start
with the first two:
IP-1: Explicitly teach problem-solving steps.
IP-2: Engage children in generating solutions to problem-solving steps and possible solutions.
Slide 10:
Problems – both simple and complex -- surface throughout the day. A child might have trouble with a
skill or finding something. “I can’t tie my shoe” or ‘I lost my backpack.” Two children might want the
same toy. A teacher may see a child let papers fall on the floor and then just walk away. Mostly today
we will focus on problems that occur in social contexts, but the steps for solving problems and resolving
conflicts are the same regardless of the type of problem. Remember, problem-solving is a life skill and
problems are everywhere.
Slide 11: What Would You Do? (activity)
How many of you have started fixing a meal only to find you either forgot to buy an ingredient or ran
out of something you needed? Or maybe you forgot to pick up the dry cleaning? What did you do? Did
you put yourself in ‘time out?’ Did you take away your iPad or iPod for a week? Let’s do this activity. In
your packet you have a handout titled: What Would You Do? (Attachment 1) Pull that out. Work with a
partner to look over the scenarios. Come up with your solutions. Write them down and be ready to
share. Let’s take about 5 minutes.
[Trainer note – if you have a large group, you may wish to have participants work in small groups of
four.]
[Give time for activity. Check to see if everyone is ready before pulling participants back together.]
What did you come up with? Were all your solutions positive? Did any involve punishment? Were
some of your solutions ones you could use in other circumstances?
[Allow pairs or groups to share a problem and a solution.]
“How can we solve this problem?” is one of the best ways we can give children responsibility for their
actions and behavior. NOT punishment or blame.
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Module 10: Teaching Problem Solving Skills
Slide 12: (show Toddler Rules: If I want it, it’s mine; if I see it, it’s mine, etc.)
Mastering social skills is not easy at any age, but young children need guidance and assistance from
supportive adults to learn to solve problems. Not all children develop at the same rate. Classrooms are
made up of individual children, all learning at their own pace. We start at their developmental level.
Slide 13: Picture of two children tugging on a toy
Three and four year old children see things only from one point of view -- their own. They are egocentric
beings. Young preschoolers may not understand that hitting might hurt someone. They may not want
to share. We have to help them learn about the needs and feelings of others. 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!
Five and six year old children begin to compete. The idea that someone wins and someone loses comes
into their world view. At this age, they begin to experience hurt feelings. They need to learn to express
how they feel before they can move on to solving conflicts. We’ll talk a little more about this in a few
minutes. We help them understand that the views of others are important. (Kreidler and Whittall,
1999).
There are multiple problem-solving processes available. Pick up any book on teaching young children
social skills or google articles on problem solving for young children, and you will find many references.
The problem-solving process can be used for any problem from a child not being able to find their
backpack to spilling water to wanting the same toy as their friend. We’ll focus today more on the social
problems and how to teach children the steps to solve the conflicts in interactions they have with
others. Just know the steps are the same. The one exception to the basic steps is to add a step for a
Cool Down time for those social problems when tempers flare or frustration is high.
Slide 14:
The basic steps for solving problems are:
1. Calm down (not always needed, but necessary when it is)
2. Clarify/define the problem
3. Brainstorm solutions
4. Decide on a solution
5. Evaluate the solution
6. Try it out
Think back to the video we watched of Ernie trying to solve his problem at the movies. What did he do
to try to solve his problem?
[After participants have a chance to call out answers, go to the next slide before you discuss their
answers.]
When you thought about what steps Ernie followed, you see that he was able to identify the problem.
He asked for help and Bert helped him brainstorm. He decided on a solution after evaluating whether it
would work and he tried it out.
Help children practice problem-solving steps in everyday activities, such as finding a jacket or wiping up
water. Children learn to problem-solve like they learn anything: by observing and by practicing. Some
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Module 10: Teaching Problem Solving Skills
children learn the problem-solving steps quicker and easier than others. Some children need a lot of
help and support and practice to learn it. Direct instruction and scaffolding may be necessary for some
children. We’ll focus on strategies and ways to support children as they learn to solve problems in this
session. Let’s talk about each of the steps.
Slide 15: Calm Down
Problem solving is a thinking process. During the first step -- calming down -- the child moves from his
or her emotional state to a thinking state. Remember our pre-learning activity? Our first response to
something we don’t like or don’t want can be an emotional one: fear, frustration, anger. Young
children need a lot of support and practice to move beyond the emotional state to a thinking state. We
provide that support by listening, understanding/validating, and reflecting on their feelings. Children
need a chance to tell you how they feel. The degree 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.
Slide 16: Clarify/define the problem
Not every child can easily articulate what the problem is and may need help putting it into words.
Teachers need to help children develop the communication skills and vocabulary to be successful in all
areas, including interactions with peers and conflict resolution (Oertwig & Holland, 2013). Model for
children how to state the problem. It is essential to help children develop an emotional vocabulary in
order to effectively solve problems. Keep it short and clear. Using “and” as a connector between what
the child wants and the situation validates the child’s position. You might say “You wanted the red
marker and Samantha has it.” See how different that sounds than saying “but”?
Slide 17: Activity: Clues and Problems
Children see things from their point of view. As adults, we have to help children see both sides of a
problem. When we use neutral language, we are not taking a side but stating the problem clearly.
Let’s try using neutral language to identify a problem in this next activity. You have a handout in your
packet called “Clues and Problems” (Attachment 2). At the top is an 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 is he does not want to draw.]
Work with a partner to read the clues and decide what the problem is. The goal is to take a neutral
stance and identify the problem. When you do this with children, helping them clarify the problem is
necessary before they can move on to looking 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 one having one volunteer per item. Ask if there are other possible problems
identified and not mentioned.]
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Module 10: Teaching Problem Solving Skills
Slide 18: Brainstorm solutions
Now we are into the Brainstorming step. As we teach brainstorming, we may need to guide children in
the process with comments 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, you may have to start very slowly and offer them two choices and
be more intentional about teaching them how to put solutions into words. 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 clown’s mouth or wait and throw balls
outside later?”
Basic solutions might include: sharing, taking turns, find something else to play with, and get an adult’s
help. Once children get going, they may have some very inventive solutions! Steer clear of making
judgments of the solutions. You may think one isn’t fair but the children may be fine with it. Help
children determine whether a solution is a good option or not. Not every solution is going to work. If
two children want the tricycle, and their decision for you to buy another one might not be a solution
that can 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.
Slide 19: Evaluate the solution (page 18 from Iowa handout)
The next step is to evaluate the solution. After children have come up with solutions to problems, they
then evaluate whether it will work. The goal is to get children to think about “What could happen
next?” There are three questions to guide this:
1. Is the solution safe?
2. Is the solution fair?
3. How would everyone feel?
To learn this step, teachers can set up opportunities to role play scenarios and use puppets to act out a
situation.
Slide 20: (slide from Iowa pg. 19)
Some references add this step, “Try it out!” Once the children decide on a solution, let them put it into
action. Even when children come up with a solution to try, sometimes they just don’t work. When they
do, be sure to give some of that good 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. You chose a good solution!” When a solution doesn’t work, guide
the children back through the process again. This is a critical component and is easy to overlook. When
it doesn’t work, talk about why it didn’t and start the process over (Bilmes, 2004).
Slide 21: Instructional Practices to Promote Problem Solving Observer Checklist (pic of checklist)
Remember as part of the pre-learning assignment, you used the Teacher/Staff checklist as a selfassessment. There also is a checklist for observers. Take out that checklist from your handouts. Take a
minute to read the 10 practices listed.
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Module 10: Teaching Problem Solving Skills
Let’s 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 the videotaping: it included 17 children age three to five.
Four of the children were identified as Exceptional Children: three as Developmental Delay and one as
Speech Impaired. Several children were identified with social-emotional needs in the classroom
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 what 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]
[Ask Participants:
What instructional practices did you see Lisa using?
IP-3 Provide visual reminders about problem-solving steps and possible solutions
IP-4 Support children as they work through the problem-solving process in naturally occurring
situations
IP-6 Comment on and recognize children who have been “good problem solvers” and help children
reflect on their own use of problem solving
IP-7 Individualize instruction and use different procedures and materials to teach problem solving
based on children’s individual needs
IP-8 Use problem solving in interactions with children and model problem-solving steps]
IP-9 Support resilience by reinforcing it is okay to make a mistake and providing specific feedback to
children regarding their willingness to persist when something is difficult?
IP-10 Support children’s development by providing specific feedback on progress/growth that they
have made?
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”?
Was she true to the problem solving steps?
Would you have done anything different?
How did she involve the other child in the solution process?
Slide 23: Visual Supports
We have covered the steps of problem-solving. Let’s look a little closer at how we might help children
learn and follow the steps of the process. Instructional Practice 3 from the checklist addresses providing
visual reminders about problem-solving steps and solutions. You just watched a video clip showing Lisa
using the solution steps on cards on her lanyard. There are many visual supports for the strategies you
will try. Visual supports can help because we are asking children to do things that are not naturally easy
for them. As well, we know the visual supports and props are helpful when working with our children
with significant disabilities and can be used with all children.
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Module 10: Teaching Problem Solving Skills
Let’s spend some time looking more in-depth at visual supports that can be used in the classroom.
These and others will be on the resource table after this module. Feel free to look at them during the
breaks. Take pictures of them if you would like. Some of these are from the CSEFEL website and we’ll
make those links available to you on the ELN website.
Slide 24: Pictures of solution kit, solution cards and solution wristlet
One strategy that many classrooms use involves putting the solution steps into a visual format: solution
cards, solution kits. How many of you are familiar with Solution Kits or solution cards? Young children
often need help coming up with multiple solutions to a problem. Teachers spend time directly teaching
children alternative solutions to try. Solution kits and solution cards are visual supports used in the
process of teaching children to come up with multiple solutions to try. When two children are working
out a problem, a single solution may not be enough. The solution kit and solution cards can be used to
help children find a solution that both can agree on from a stack of printed solutions. Let’s watch a
video of a teacher using the solution kit with a child who wants the toy another child is playing with.
Slide 25: Video of teacher using solution kit
[Show Problem Solving video 3]
What did you think of the solution kit? Did the teacher work to help the child find a solution that was
acceptable to both girls?
[Pause for participants to share their thoughts.]
What can you tell me about the teacher? What was she doing throughout the 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? If any of you are using Solution Kits or
Solution Cards in your classrooms, can you share how they work and any success stories or challenges?
[Allow for a few responses.]
[Trainer note: if participants are familiar with these, ask how they are using them in their
classrooms.]
In this next video clip, listen as Doyle, a master SEFEL teacher in Johnston County, talks about using
solutions strategies in her classroom. To give you information on her classroom, there are 14 children
enrolled, a teacher, one full-time teacher assistant, and one part-time teaching assistant. Both of the
teacher assistants were new to the classroom that school year. There were 11 children with IEPs. Ten
were identified as having a Developmental Delay and one was identified as on the autism spectrum.
Four of the children in the classroom were supported by NC Pre-K and one child’s family paid tuition.
The class included three-year-olds who do not attend every day – therefore you will not see all 14
children in the video clip.
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Module 10: Teaching Problem Solving Skills
As you watch, notice what else she mentions as key parts of solving problems.
Slide 26: Problem Solving Module video 4: Doyle talking about using Solution Strategies
[Watch video]
What did you hear her talking about in addition to using the solution steps?
[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
[Teachers from each location will share solution and problem-solving strategies with the participants.
3 minutes each.)
Let’s make a visual support for you to take back with you. We’ve discussed the problem-solving process
and heard of the success of using the Solution Kit. Now you can make a wristlet with the problemsolving steps and the Solution Kit steps. [Directions solution kit/problem-solving step wristlet
Instructions:
 Pick up a set of either the Solution Kit/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
 Thread each card onto the ring of the wristlet.
[Allow 15 minutes for this activity]
Slide 28: Formative Assessment
When a new skill is taught, we want to be able to determine how well the skill has been learned and
whether the instruction needs to be changed to assist in learning. 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 Norma Jannone, a SEFEL teacher in Moore County, use Pedro the
Problem Solver puppet in her circle time to review the possible solutions to problems. This classroom
has 15 children, a teacher, and two teacher assistants. There were seven children who had been
identified as ‘exceptional:’ four identified as having a Developmental Delay and three identified as on
the autism spectrum. In addition, four children were supported by the NC Pre-K program and four
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Module 10: Teaching Problem Solving Skills
children’s families paid tuition. Seven of the children qualified for free or reduced lunch. Watch the
video and make note of what you notice about her discussion with the group.
[Watch Problem Solving Module video 5]
Do the children know the steps? Do they seem to understand them? How do you know? What did you
notice about the stick puppet? How does this visual support the children as they go through the
process? (Prompt with: solution steps on the back). Would Pedro or a similar puppet help in your
setting?
Take out the chart in your handouts titled “Teaching Problem Solving Skills: Formative Assessment”
(Attachment 5). Take a minute to complete the chart based on the video of Norma reviewing the
problem-solving process in her classroom.
Use the handout to:
 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
Collaborate with the group at your table and put your responses in the appropriate columns.
[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 29: “Problematize”
An instructional play strategy is sabotage. Teachers can use sabotage to “problematize” or set up a
situation that needs a solution. For example, a teacher might 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?” This allows
the children to come up with solutions to try. The teacher will encourage the children to come up with
as many ideas as possible before guiding the children to deciding on one solution to try.
Slide 30: Proactive steps: Supporting young children with problem solving in the moment
Even once the steps to solving problems have been taught, practiced and tried out, there will be times
the children will hit some bumps along the way. As the adults helping children learn and implement the
steps to solving their problems, we need to keep in mind key strategies. You have a handout in your
packet called Proactive Steps to Teaching Problem Solving Skills (Attachment 4) (adapted from CSEFEL).
Let’s review these steps:
1. Anticipate problems: Some problems pop up and you weren’t aware they were going to happen.
Other times you might have a clue: a young child gets off the bus with a scowl on his face. You have
a new toy in the block center. If you can anticipate the potential problems, you or another adult can
be there to support the children when it does occur
It may be possible to avoid some problems by using a reminder. If a new toy has been introduced
into a center, the teacher may want to address this ahead of time by saying ““There is a new toy in
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2.
3.
4.
5.
the block center today. I know many of you are going to want to play with it but not everyone will
have a turn. How are we going to handle that?”
Proximity: When you anticipate problems, seeking proximity is key. It might not prevent the
problem from happening, but it ensures the adult is close enough to intervene and guide the child or
children through the problem-solving steps.
Support: We have talked a lot already about the support young children need to learn the problem
solving process. This is especially important for those children who may have a harder time
expressing their feelings or are not skilled at problem solving. Just as every child learns at his or her
own pace, so every child will learn the problem solving steps at different stages. It is also necessary
for the adult at times to help the child stay engaged in the process. Remember we have some kids
that would remain passive and give in rather than learn to solve the problem.
Encourage: It is so important to acknowledge their efforts. This is especially crucial when the
solution doesn’t work and they have to try again. Encourage their efforts and their determination to
find a solution that will work. It also might be that the adult needs to suggest the solution kit or
another resource to use if the children are unable to think of a solution.
Promote: Promoting reinforces children’s success. You can do this by giving high-fives, thumbs up,
hugs, mini celebrations. Eventually you will see the children doing these things to their peers.
Slide 31: Family Engagement
As educators, we can help families understand the importance of problem solving and help them with
the steps to solving problems at home. But we have to understand not all families will easily adopt this.
We often have the same goals at home and school for children, but how we work on the problems may
be different. How might you help families learn the steps of the problem solving process? How might
you guide families in understanding how to make problem solving developmentally appropriate for their
child? (Give time for responses. Chart the answers.)
Slide 32: Message in a Backpack
You have a copy of two “Message in a BackPack” handouts from Teaching Young Children. Each deals
with a different aspect of problem solving. Take a couple minutes at your table to look over the two
handouts and discuss how you might use this in your classroom with families.
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.
Slide 33: Foundations: NC Early Learning and Development Standards
By now you should be familiar with the Foundations document. Hopefully you feel comfortable using it
and looking at the sub-domains and indicators. Take your copy of the Foundations and for the next few
minutes, flip through the domains and see what indicators in each sub-domain fit teaching problemsolving skills. We know the Emotional-Social domain is a given, but look at each of the five domains, the
sub-domains and the goals for each and write down the indicators from each sub-domain that you think
fit. For example, if you think APL-5 is one, write it down. You can do this by yourself or with a partner.
After you have a list, take some of the sticky dots on the table in front of you. Around the room are
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charts of each domain, sub-domain and goals. Put your sticky dots on the goal for each domain 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.
[Possible answers: (will have a list of these for discussion)]
Slide 34: NC Foundations Crosswalk to NC Essential Standards
You have in your handouts a copy 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 crosswalks show 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 the
kindergarten goal in 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.
What is important to remember is 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 35: NC Teaching Standards
Next, take out the Teaching Standards handout. Look over the teaching standards and identify which
ones you feel are covered teaching problem solving. Using this information along with the Foundations,
you can communicate with your administrators about how what you are teaching 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 for those you feel support teaching problem solving.
Slide 46: iPoints
Now, for fun, let’s do role play. Pull out the iPoints documents 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.
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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? Could you do this
before you are observed? What was difficult?
The point of the activities we just did reviewing Foundations, the Teaching standards and iPoints is to
help you feel comfortable not only with the documents and the information in them, but that you
become comfortable enough to naturally discuss how what you are doing aligns with what is required.
Being able to give voice to helping others understand that you are teaching children the skills to succeed
in school and in life and doing it in developmentally appropriate, research-based ways helps reinforce
the important skills learned in early education.
Slide 37: Summary/Conclusion
In the book, Beyond Behavior Management, the author Jenna Bilmes says children need to develop a
problem-solving attitude and learn problem-solving skills. Developing a problem-solving attitude means
they believe problems can be solved and trust they can come to an agreement when solving conflicts.
With adult help, children learn that by problem solving they can manage their emotions, define
problems, come up with solutions, and make purposeful choices (p. 180).
When we say, “How are you going to solve this problem?” we give children ownership of their own
behavior. “We have a problem. What can we do about it?” We have learned to internalize the ways to
find solutions. We have learned that “we have a problem and we need to find a way through it.” How
many times do we hear in our head “Houston, we have a problem?” and jump in to start brainstorming
ways around it. We don’t give up or cave in. Someone somewhere taught us the steps to solving a
problem. We need to find ways to teach young children the skills and make it reality for their lives.
As we have said throughout this module, we are teaching a skill that will be used throughout children’s
lives in any context and every situation.
Slide 38: Questions
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 or
puppets, etc. What visual supports will you use in your lesson plan to support children in the
problem-solving process?
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References:
Bilmes, J. (2004). Beyond Behavior Management: The Six Life Skills Children Need to Thrive in today’s
World. St. Paul, Minnesota: Red Leaf Press.
CSEFEL. (2014, April 9). Center on the Social Emotional Foundations of Early Learning. Retrieved from
CSEFEL: www.csefel.vanderbilt.edu
Gartrell, D. (2004). The Power of Guidance: Teaching Social-Emotional Skills in Early Childhood
Classrooms. Clifton, New York: Delmar Learning.
Help Your Child Become a Problem Solver. (2012). Teaching Young Children. 5(3). Retrieved from
https://www.naeyc.org/tyc/files/tyc/file/V5I2/Help%20Your%20Child%20Become%20a%20Great
%20Problem%20Solver.pdf
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. and Whittall, S.T. (1999). Adventures in Peacemaking: A Conflict Resolution Activity Guide
for Early Childhood Educators, 2nd Edition. Cambridge, Massachusetts: Educators for Social
Responsibility.
Levin, D. (2003). Teaching Young Children in Violent Times: Building a Peaceable Classroom, 2nd edition.
Cambridge, Massachusetts: Educators for Social Responsibility.
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
Pawlina, S. and 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
Rice, J.A. (1995). Kindness Curriculum: Introducing Young Children to Loving Values. St. Paul,
Minnesota: Red Leaf Press.
Ritchie, S. and Gutman, L. (2014). First School: Transforming PreK-3rd Grade for African American,
Latino, and Low-Income Children. New York: Teachers College Press.
Smith, C.A. (1993). The Peaceful Classroom: 162 Easy Activities to Teach Preschoolers Compassion and
Cooperation. Beltsville, Maryland: Gryphon House.
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Module 10: Teaching Problem Solving Skills
Solving Problems with Your Child. (2013). Teaching Young Children. 7(1). Retrieved from
http://www.naeyc.org/tyc/files/tyc/Solving%20Problems%20with%20your%20Child.pdf
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Module 10: Teaching Problem Solving Skills
Attachment 1
What Would You Do?
Read the scenarios below. Come up with two possible solutions for each one.
1. Your gas gauge is broken. You have run out of gas twice and been late to appointments. What
are two solutions?
a.
b.
2. Your oven has stopped heating above 200 degrees. You promised to make a casserole for the
office luncheon tomorrow. What are two solutions?
a.
b.
3. Your sister-in-law is coming to visit. She is bringing her two small dogs. You are allergic to dogs.
What are two solutions?
a.
b.
4. You share an office that has been divided into four cubicles. One of your officemates likes to
play music on her iPod at a loud volume. Your preference is to work in quiet. What are two
solutions?
a.
b.
5. Your neighbor has a cat that likes to sleep on your car. He leaves muddy paw prints on the hood
and windshield of your car. What are two solutions?
a.
b.
6. You arrive for your 3:30 hair appointment to find your hair stylist is running 30 minutes behind
schedule. Waiting will make you late for a dinner appointment. You leave for a two week
vacation the next day. What are two solutions?
a.
b.
Adapted from:
Bilmes, J. (2004). Beyond Behavior Management: The Six Life Skills Children Need to Thrive in Today's
World. St. Paul, Minnesota: Redleaf Press
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Module 10: Teaching Problem Solving Skills
Attachment 2
Clues and Problems
Below are situations with clues to a potential problem. Read the brief scenario under the Clue section.
Determine what the problem is and write it in the Problem section. There may be more than one
potential problem. Choose the one you think best fits.
Clue
Example: While seated at the art table, Sam
dumps the markers on the floor when asked to
draw a picture of a house.
Problem
Sam does not want to draw.
Gabriel argues with Kyle over who will use the
wagon.
Marquita tries to open her milk carton. When she
cannot open it, she says she is not thirsty and
pushes it away.
Demarcus pushes the tricycle with his feet instead
of using the pedals.
After Shelly laughs at Janie’s picture of a dog, Janie
tears up her picture and says she doesn’t want to
draw a dumb dog anyway.
When Mrs. Martin takes her class to practice the
music for Parent Night on the stage, Juanita says
her tummy hurts and asks to go see the nurse.
When Mr. Rodriguez asks LeeLee to unzip and take
off her jacket, and hang it up, LeeLee refuses.
Adapted from:
Bilmes, J. (2004). Beyond Behavior Management: The Six Life Skills Children Need to Thrive in Today's
World. St. Paul, Minnesota: Redleaf Press.
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Module 10: Teaching Problem Solving Skills
Attachment 3
Instructional Practices to Promote Problem-Solving
Teacher/Staff Self-Assessment Checklist
To what extent do I:
Almost
always
Occasionally
Not yet
1. Explicitly teach problem-solving steps?
2. Engage children in generating solutions to common classroom problems?
3. Provide visual reminders about problem-solving steps and possible solutions?
4. Support children as they work through the problem-solving process in naturally occurring
situations?
5. Note problem situations and use those as examples during group situations to talk about how
to problem solve?
6. Comment on and recognize children who have been “good problem solvers” and help children
reflect on their own use of problem solving?
7. Individualize instruction and use different procedures and materials to teach problem solving
based on children’s individual needs?
8. Use problem solving in interactions with children and model problem-solving steps?
9. Support resilience by reinforcing it is okay to make a mistake and providing specific feedback to
children regarding their willingness to persist when something is difficult?
10. Support children’s development by providing specific feedback on progress/growth that they have
made?
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Module 10: Teaching Problem Solving Skills
Instructional Practices to Promote Problem Solving
Observer Checklist
To what extent does the teacher/staff person:
Almost
always
Occasionally
Not yet
Not
observed
1. Explicitly teach problem-solving steps?
2. Engage children in generating solutions to common classroom problems?
3. Provide visual reminders about problem-solving steps and possible solutions?
4. Support children as they work through the problem-solving process in naturally
occurring situations?
5. Note problem situations and use those as examples during group situations to talk
about how to problem solve?
6. Comment on and recognize children who have been “good problem solvers” and
help children reflect on their own use of problem solving?
7. Individualize instruction and use different procedures and materials to teach
problem solving based on children’s individual needs?
8. Use problem solving in interactions with children and model problem-solving
steps?
9. Support resilience by reinforcing it is okay to make a mistake and providing
specific feedback to children regarding their willingness to persist when
something is difficult?
10. Support children’s development by providing specific feedback on
progress/growth that they have made?
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Module 10: Teaching Problem Solving Skills
Attachment 4
Proactive Steps to Teaching Problem Solving Skills
1. Anticipate problems: Some problems pop up and you weren’t aware they were going to
happen. Other times you might have a clue: a young child gets off the bus with a scowl on his
face. You have a new toy in the block center. If you can anticipate the potential problems, you
or another adult can be there to support the children when it does occur.
It may be possible to avoid some problems by using a reminder. If a new toy has been
introduced into a center, the teacher may want to address this ahead of time by saying ““There
is a new toy in the block center today. I know many of you are going to want to play with it but
not everyone will have a turn. How are we going to handle that?”
2. Proximity: When you anticipate problems, seeking proximity is key. It might not prevent the
problem from happening, but it ensures the adult is close enough to intervene and guide the
child or children through the problem-solving steps.
3. Support: We have talked a lot already about the support young children need to learn the
problem solving process. This is especially important for those children who may have a harder
time expressing their feelings or are not skilled at problem solving. Just as every child learns at
his or her own pace, so every child will learn the problem solving steps at different stages. It is
also necessary for the adult at times to help the child stay engaged in the process. Remember
we have some kids that would remain passive and give in rather than learn to solve the
problem.
4. Encourage: It is so important to acknowledge their efforts. This is especially crucial when the
solution doesn’t work and they have to try again. Encourage their efforts and their
determination to find a solution that will work. It also might be that the adult needs to suggest
the solution kit or another resource to use if the children are unable to think of a solution.
5. Promote: Promoting reinforces children’s success. You can do this by giving high-fives, thumbs
up, hugs, mini celebrations. Eventually you will see the children doing these things to their
peers.
Adapted from:
CSEFEL. (2014, April 9). Center on the Social Emotional Foundations of Early Learning. Retrieved from
CSEFEL: www.csefel.vanderbilt.edu
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Attachment 5
Developing Problem Solving Skills
Formative Assessment
Clear Learning Target(s)
Criteria for Success
Documentation and
Analysis of Evidence
Descriptive Feedback
Change or Adjust
Instruction
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Module 10: Teaching Problem Solving Skills
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Module 13: Teaching Problem Solving Skills
‘Instructional Practices Observed IN Teaching Standards’
for Teachers
Problem Solving
Practice 1: When I explicitly teach problem-solving steps….
What early learning and development standard am I addressing?
 Children use a variety of strategies to solve problems (APL-6 )
 Children form relationships and interact positively with familiar adults who are
consistent and responsive to their needs (ESD-3)
 Children develop awareness of their needs and the ability to communicate their needs
(HPD-6)
What teaching standards am I demonstrating?
 Standard III: Teachers Know the Content They Teach
 Standard IV: Teachers Facilitate Learning for Their Students
Practice 2: When I engage children in generating solutions to common classroom problems…
What early learning and development standard am I addressing?
 Children use a variety of strategies to solve problems (APL-6 )
 Children participate in conversations with peers and adults in one-on-one, small, and larger
group interactions (LDC-2)
 Children demonstrate the social and behavioral skills needed to successfully participate in
groups (ESD-5)
What teaching standards am I demonstrating?
 Standard II: Teachers Establish a Respectful Environment for a Diverse Population of Students
 Standard IV: Teachers Facilitate Learning for Their Students
Practice 3: When I provide visual reminders about problem-solving steps and possible
solutions …
What early learning and development standard am I addressing?
 Children actively seek to understand the world around them (APL-2)
 Children identify, manage, and express their feelings (ESD-6)
What teaching standards am I demonstrating?
 Standard II: Teachers Establish a Respectful Environment for a Diverse Population of Students
 Standard IV: Teachers Facilitate Learning for Their Students
Practice 4: When I support children as they work through the problem-solving process in naturally
occurring situations …
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Module 13: Teaching Problem Solving Skills
Problem Solving
What early learning and development standard am I addressing?
 Children form relationships and interact positively with other children (ESD-4)
 Children recognize and respond to the needs and feelings of others (ESD-7)
 Children recall information and use it for new situations and problems (CD-2 )
What teaching standard am I demonstrating?
 Standard II: Teachers Establish a Respectful Environment for a Diverse Population of Students
 Standard IV: Teachers Facilitate Learning for Their Students
Practice 5: When I note problem situations and use those as examples during group situations
to talk about how to problem solve …
What early learning and development standards am I addressing?
 Children identify, manage and express their feelings (ESD-6)
 Children participate in conversations with peers and adults in one-on-one, small, and larger
group interactions (LDC-2)
What teaching standards am I demonstrating?
 Standard I: Teachers Demonstrate Leadership
 Standard II: Teachers Establish a Respectful Environment for a Diverse Population of Students
Practice 6: When I comment on and recognize children who have been “good problem
solvers” and help children reflect on their own use of problem solving …
What early learning and development standard is the teacher addressing?
 Children use a variety of strategies to solve problems (APL-6)
 Children express positive feelings about themselves and confidence in what they can do (ESD-2)
 Children identify, manage and express their feelings (ESD-6)
What teaching standards am I demonstrating?
 Standard II: Teachers Establish a Respectful Environment for a Diverse Population of Students
 Standard IV: Teachers Facilitate Learning for Their Students
Practice 7: When I individualize instruction and use different procedures and materials to
teach problem solving based on children’s individual needs...
What early learning and development standard is the teacher addressing?
 Children persist at challenging activities (APL-9)
 Children understand communications from others (LDC-1)
 Children develop awareness of their needs and the ability to communicate their needs (HPD-6)
What teaching standard am I demonstrating?
 Standard III: Teachers Know the Content They Teach
Practice 8: When I use problem solving in interactions with children and model problemsolving steps...
What teaching standard am I demonstrating?
 Standard IV: Teachers Facilitate Learning for Their Students
Practice 9: Support resilience by reinforcing it is okay to make a mistake and providing specific
feedback to children regarding their willingness to persist when something is difficult?
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Module 13: Teaching Problem Solving Skills
Problem Solving
What early learning and development standard am I addressing?
 Children are willing to try new and challenging experiences (APL-5)
 Children use a variety of strategies to solve problems (APL-6 )
 Children demonstrate a positive sense of self-identity(ESD-1)
What teaching standards am I demonstrating?
 Standard II: Teachers Establish a Respectful Environment for a Diverse Population of Students
Standard IV: Teachers Facilitate Learning for Their Students
Practice 10: Support children’s development by providing specific feedback on progress/growth
that they have made?
What early learning and development standard am I addressing?
 Children express positive feelings about themselves and confidence in what they can do (ESD-2)
 Children demonstrate the ability to think about their own thinking: reasoning, taking
perspectives, and making decisions (CD-3)
What teaching standards am I demonstrating?
 Standard II: Teachers Establish a Respectful Environment for a Diverse Population of Students
 Standard IV: Teachers Facilitate Learning for Their Students
‘Instructional Practices Observed IN Teaching Standards’
for Administrators
Problem Solving
Practice 1: When I observe a teacher explicitly teach problem-solving steps….
What early learning and development standard is the teacher addressing?
 Children use a variety of strategies to solve problems (APL-6 )
 Children form relationships and interact positively with familiar adults who are
consistent and responsive to their needs (ESD-3)
 Children develop awareness of their needs and the ability to communicate their needs
(HPD-6)
What teaching standards the teacher demonstrating?
 Standard III: Teachers Know the Content They Teach
 Standard IV: Teachers Facilitate Learning for Their Students
Practice 2: When I observe a teacher engage children in generating solutions to common classroom
problems…
What early learning and development standard is the teacher addressing?
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Module 13: Teaching Problem Solving Skills



Problem Solving
Children use a variety of strategies to solve problems (APL-6 )
Children participate in conversations with peers and adults in one-on-one, small, and larger
group interactions (LDC-2)
Children demonstrate the social and behavioral skills needed to successfully participate in
groups (ESD-5)
What teaching standard is the teacher demonstrating?
 Standard II: Teachers Establish a Respectful Environment for a Diverse Population of Students
 Standard IV: Teachers Facilitate Learning for Their Students
Practice 3: When I observe a teacher provide visual reminders about problem-solving steps and
possible solutions …
What early learning and development standard is the teacher addressing?
 Children actively seek to understand the world around them (APL-2)
 Children identify, manage, and express their feelings (ESD-6)
What teaching standard is the teacher demonstrating?
 Standard II: Teachers Establish a Respectful Environment for a Diverse Population of Students
 Standard IV: Teachers Facilitate Learning for Their Students
Practice 4: When I observe a teacher support children as they work through the problem-solving
process in naturally occurring situations …
What early learning and development standard is the teacher addressing?
 Children form relationships and interact positively with other children (ESD-4)
 Children recognize and respond to the needs and feelings of others (ESD-7)
 Children recall information and use it for new situations and problems (CD-2 )
What teaching standard is the teacher demonstrating?
 Standard II: Teachers Establish a Respectful Environment for a Diverse Population of Students
 Standard IV: Teachers Facilitate Learning for Their Students
Practice 5: When I observe a teacher note problem situations and use those as examples during group
situations to talk about how to problem solve …
What early learning and development standard is the teacher addressing?
 Children identify, manage and express their feelings (ESD-6)
 Children participate in conversations with peers and adults in one-on-one, small, and larger
group interactions (LDC-2)
What teaching standard is the teacher demonstrating?
 Standard I: Teachers Demonstrate Leadership
 Standard II: Teachers Establish a Respectful Environment for a Diverse Population of Students
Practice 6: When I observe a teacher comment on and recognize children who have been “good
problem solvers” and help children reflect on their own use of problem solving …
What early learning and development standard is the teacher addressing?
 Children use a variety of strategies to solve problems (APL-6)
Effective Teacher Practices for Providing Targeted Social Emotional Supports
NC Early Learning Network, a joint project of NC-DPI and UNC-FPG, 2014
30
Module 13: Teaching Problem Solving Skills


Problem Solving
Children express positive feelings about themselves and confidence in what they can do (ESD-2)
Children identify, manage and express their feelings (ESD-6)
What teaching standard is the teacher demonstrating?
 Standard II: Teachers Establish a Respectful Environment for a Diverse Population of Students
 Standard IV: Teachers Facilitate Learning for Their Students
Practice 7: When I observe a teacher individualize instruction and use different procedures and
materials to teach problem solving based on children’s individual needs...
What early learning and development standard is the teacher addressing?
 Children persist at challenging activities (APL-9)
 Children understand communications from others (LDC-1)
 Children develop awareness of their needs and the ability to communicate their needs (HPD-6)
What teaching standard is the teacher demonstrating?
 Standard III: Teachers Know the Content They Teach
Practice 8: When I observe a teacher using problem solving in interactions with children and model
problem-solving steps...
What teaching standard is the teacher demonstrating?
 Standard IV: Teachers Facilitate Learning for Their Students
Practice 9: Support resilience by reinforcing it is okay to make a mistake and providing specific
feedback to children regarding their willingness to persist when something is difficult?
What early learning and development standard is the teacher addressing?
 Children are willing to try new and challenging experiences (APL-5)
 Children use a variety of strategies to solve problems (APL-6 )
 Children demonstrate a positive sense of self-identity(ESD-1)
What teaching standards is the teacher demonstrating?
 Standard II: Teachers Establish a Respectful Environment for a Diverse Population of Students
 Standard IV: Teachers Facilitate Learning for Their Students
Practice 10: Support children’s development by providing specific feedback on progress/growth
that they have made?
What early learning and development standard is the teacher addressing?
 Children express positive feelings about themselves and confidence in what they can do (ESD-2)
 Children demonstrate the ability to think about their own thinking: reasoning, taking
perspectives, and making decisions (CD-3)
What teaching standards is the teacher demonstrating?
 Standard II: Teachers Establish a Respectful Environment for a Diverse Population of Students
 Standard IV: Teachers Facilitate Learning for Their Students
Effective Teacher Practices for Providing Targeted Social Emotional Supports
NC Early Learning Network, a joint project of NC-DPI and UNC-FPG, 2014
31