Kindergarten 2
(6 year olds)
How are they like?
6-year-old children would have better language skills. With their growing language skills, they are increasingly better at describing what happened, what they feel and what they think. Their language is almost adult-like 38
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Able to speak in simple but complete sentences
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Able to see that words have more than one meaning
At this age, the child's thinking is also much more logical and systematic. They start to recognize and take into the viewpoint of others. 11 Overall, a 6-year-old child would have well-developed and matured skills in all areas of development.
Problem-Solving
What is Problem-Solving?
Problem-solving is a specialist teaching technique that involves helping children learn how to find answers to puzzles, questions, dilemmas, issues, predicaments, and quandaries they face in their daily world. It is the foundation for learning in and about the world. 19
Why Problem-solving?
Children face a variety of problems every day, ranging from academic difficulties to social dilemmas. Yet, not many know the formula for solving these problems. This may result in task avoidance, falling behind in school or struggles to maintain friendships. They may even resort to unnecessary actions without recognizing the choices they have. 23
At this age, with the development of stronger and more stable friendships, social conflict among friends is inevitable. However, these children are highly motivated to solve these social problems because they care about their relationships. Therefore, it is the teachers' role to help children learn how to collaborate, cooperate, communicate with others. 28
As these Kindergarten 2 children are preparing for primary school education, the academic concepts that they would be learning are much more complicated. Therefore, they need to be equipped with problem-solving skills in order to tackle such problems in the future. 27
Problem-solving is a life skill. It helps with social competence and pro-social behavior.
In the classroom
FOrmula for solving problems
When teaching children to problem-solve, it is important to note that there are 5-steps to the problem-solving process.
Identify the problem (What is the problem?)
Brainstorm solutions (Think of an idea)
Pick a solution (Pick the best idea)
Implement the solution (Carry out the idea)
Review the results (Check if it works)
Follow up activities
Practice makes perfect! It is important to have follow-up activities to reinforce these problem-solving steps and provide practice opportunities.
Post visuals of the problem-solving steps for children to refer to on an ongoing basis (refer to the poster above)
Return to problem-solving steps regularly.
Organize short sharing sessions during transition periods for the children to share the problems they encountered. Work through the problems by referring to the steps.
When a problem arises in the classroom, remind the children to use their problem-solving steps and guide them through.
As they become more competent problem-solvers, they will require less assistance to work through the steps.
Role model effective problem solving for your child.
Select children's books where the characters in the story encounter a problem.
Ask the children how the characters in the story could solve their problem, encourage a variety of solutions. Have the children act out the problem and possible solutions.
Videos for viewing
Video 1: Formula for problem-solving
Take note of the examples mentioned. Even though it is not the 5-step process, the considerations are valid.
All Videos
Video 2: My Friend Rabbit by Eric Rohmann
This is a picture book read aloud (for follow up activity). This book reads a story about how a rabbit enlists the help of all the neighborhood animals to remove an airplane that was stuck in a tree.
Video 3: A Good Day by Kevin Henkes
This is a picture book read aloud (for follow up activity). This book reads a story about how the characters are not starting their day off well. However, with some patience, they find that they are able to overcome minor setbacks in order to have a very good day afterall.
Implementing problem-solving
When it comes to implementing problem-solving in the classroom, there are some important considerations the educator has to note.
Facilitate a problem-solving climate
Provide a safe environment for the children. They have to know that it is ok to make mistakes and that their judgments are valued as those of adults. Their interest towards problem-solving will increase if the teachers pay attention to their ideas and solutions, and encourage them to try out their ideas in practice.
Create time to problem solve
Problem-solving takes time. Children need time to come up with solutions and test them in practice. Trial and error is part of the process of learning to solve problems. Therefore, consider and plan the time needed for children to investigate their problems, and practice their problem-solving skills.
Create space to problem solve
Testing out solutions can take space. It is important to provide a suitable and safe space for the children to experiment with their solutions to problems. The space should also allow for collaborative problem-solving amongst the children.
Use materials to encourage problem-solving
Providing open-ended materials would create more opportunities for children to problem-solve as compared to close-ended materials. These materials can be as simple as recycled/every day materials.
Using technology to promote problem-solving. For example, video revisiting to help children reflect on ways to solve their peer conflicts. Computer software that is open-ended would also allow children to explore and test the impact of what they do. This would build their problem-solving skills as it builds their capacity to hypothesize and wonder.
Show familiarity with how to problem-solve
Apply the 5-step process and ask open-ended questions to help stimulate problem-solving. For example, "What else can you do?"; "What might happen if..?"; "How can we do that..?"
Choose appropriate problems to problem-solve
Such problems may include physical problems (e.g. counting money, tying shoelace) and social problems (e.g. friends crying, an argument). Problems will be appropriate if they are based on the children's everyday life experiences as this way, they will be more motivated to problem-solve.
View video for Visual explanation
More information
Teaching social problem-solving
As children are social creatures, it is often that they face social dilemmas and problems. Therefore, it is the teacher's role to equip them with the skills to resolve these problems. R
1. Conflict management between two peers
Calm down: Defuse the situation, provide a cooling off time.
e.g. Taking deep breathes, count slowly, or using positive self-talk "Calm down, I can handle this"
Identify problem
As disagreements usually arise out of confusion or misunderstandings, let each child have a chance to speak. Remember to stay neutral, use open-ended questions and perform active listening.
Generate solutions: Encourage the children to come up with solutions.
However, teachers should provide solutions if the children are stuck.
Go for it
Ask the children which solution works best and choose a solution that each child can live with and feel that their needs are met.
Follow up: Assess the results.
Follow up on the children to check if the solutions are effective. Otherwise, brainstorm for alternative solutions.
2. Solving problems that involve the class
Some of the problems that involve the class may include fighting at the playground or excessive noise during lessons. It is important to let the children lead these class meetings as children who reach their own solutions are more likely to abide by what was agreed to than with solutions that adults create for them. 9
Discuss solution
Present the problem in simple terms, take a neutral stand and do not take judgment about what you think or what you feel is right.
Generate possible solutions
Summarize the ideas children offer and invite them to think of solutions
Encourage everyone to contribute
Encourage every child to write down their ideas and have them explain if the solutions are not clear.
Make a plan
Review the list of solutions and ask the children to think about which one they would like to try.
Assess the results: Evaluate what happens.
If the problem is not solved, generate some solutions.
Note:
It is important to set rules before the start of each class meetings. These rules should provide a safe space for the children to voice their ideas and know that there are no right or wrong answers.
For example, "respect the person talking", "say 'people' instead of the person's name"