The kindergarten Assignment Sarah Worville, Rosemaria Mandarano-Dipronio, Daphnee Cabuyadao, Stephanie McKellar by sarah worville https://padlet.com/sarahworville/o390wdrfebc8t3s1 Made with whimsy en-us 2022-03-29 18:34:21 UTC 2022-04-02 17:01:37 UTC hello@padlet.com Problem solving sarahworville https://padlet.com/sarahworville/o390wdrfebc8t3s1/wish/2120003031 2022-03-29 18:44:55 UTC https://padlet.com/sarahworville/o390wdrfebc8t3s1/wish/2120003031 How to teach problem solving skills sarahworville https://padlet.com/sarahworville/o390wdrfebc8t3s1/wish/2120005461 2022-03-29 18:46:20 UTC https://padlet.com/sarahworville/o390wdrfebc8t3s1/wish/2120005461 Adopting a Problem-Solving Approach to Conflict sarahworville https://padlet.com/sarahworville/o390wdrfebc8t3s1/wish/2120006977 2022-03-29 18:47:13 UTC https://padlet.com/sarahworville/o390wdrfebc8t3s1/wish/2120006977 Positive problem solving sarahworville https://padlet.com/sarahworville/o390wdrfebc8t3s1/wish/2120009477 2022-03-29 18:48:47 UTC https://padlet.com/sarahworville/o390wdrfebc8t3s1/wish/2120009477 Key Findings of This Video sarahworville https://padlet.com/sarahworville/o390wdrfebc8t3s1/wish/2120010964 The video summarizes problem-solving in a classroom setting with children working together to figure out the challenge given to them by the educator (Chambers, 2013).  The activity is set up using tape on the floor and a piece of tissue. The educator offers the children a challenge and explains to the children that she wants them to figure out how to move the tissue from one side of the tape to the other, without touching the tissue with their body (Chambers, 2013).  The children are seen pondering how they could accomplish this. Collaboratively the children discuss their options by problem-solving with each other. Once the children decide on an action that will successfully move the tissue they continue by exercising the action of blowing the tissue from one side to another (Chambers, 2013).  As a group, the children figure out how to place their bodies and which way to blow to effectively reach their goal of getting the tissue from one side to the other.  ]]> 2022-03-29 18:49:39 UTC https://padlet.com/sarahworville/o390wdrfebc8t3s1/wish/2120010964 Key Findings of This Article sarahworville https://padlet.com/sarahworville/o390wdrfebc8t3s1/wish/2120012660 This article summarizes the strategies to teach problem-solving at each age level. There are three main ideas for problem-solving at any age. First, we should model effective problem-solving. For the benefit of the child we need to show them how to apply problem-solving skills, and show them that it is ok to make mistakes and learn from them. Second, we need to ask children for advice when we are experiencing a problem in order to help them realize that everyone makes mistakes and faces challenges. This will help the child practice problem solving with you. Third, we should not always provide the answer for children but instead, allow them to struggle and sometimes fail in order to learn from their experiences (Cullins, n.d.).]]> 2022-03-29 18:50:04 UTC https://padlet.com/sarahworville/o390wdrfebc8t3s1/wish/2120012660 Key Findings of This Video sarahworville https://padlet.com/sarahworville/o390wdrfebc8t3s1/wish/2120013596 The beginning of the video shows another child hitting another child out of frustration. The teacher intervenes and models vocabulary that helps the child vocalize his feelings and solve problems, saying things like “I see that you are feeling frustrated.” Children are able to develop positive relationships with peers when they are shown how to express their feelings and model words that express their feelings rather than resorting to physical behaviours (WeAreTeachers, 2016). ]]> 2022-03-29 18:50:32 UTC https://padlet.com/sarahworville/o390wdrfebc8t3s1/wish/2120013596 SE 4.1 use a variety of strategies to solve problems, including problems arising in social situations sarahworville https://padlet.com/sarahworville/o390wdrfebc8t3s1/wish/2120054310 2022-03-29 19:16:02 UTC https://padlet.com/sarahworville/o390wdrfebc8t3s1/wish/2120054310 sarahworville https://padlet.com/sarahworville/o390wdrfebc8t3s1/wish/2120058652 2022-03-29 19:18:52 UTC https://padlet.com/sarahworville/o390wdrfebc8t3s1/wish/2120058652 Key Findings of this Article sarahworville https://padlet.com/sarahworville/o390wdrfebc8t3s1/wish/2120059358 The skill that was chosen for this paper is to use a variety of strategies to solve problems, including problems arising in social situations. It is worth emphasizing that it is one of the critical ones since individuals need to constantly make decisions about how to behave with certain people and how to solve the issues that occur in life. Thus, this skill will be examined in the light of the article “Importance of problem-solving in child development.” This source will help to get a better understanding of the positive aspects of acquiring this important skill.
Thus, problem-solving skill is essential for the development and socialization of any person since society is an integral part of the formation of a person’s personality. It is this fact that determines the importance of laying this characteristic at an early age. The central concept of the chosen source is to provide knowledge and understanding of how problem-solving skills will help in any situation. The article emphasizes that “learning how to approach and solve problems, both at home and school, can affect the quality of a child’s relationships with others” (“Importance of problem-solving in child development,” 2021, para. 1). Thus, this makes this source important for my certain expectations from the skill development process.
It is also worth noting the quality, validity, and reliability of the chosen source, which makes it especially valuable to study. Moreover, the usefulness of this article is that it provides information about at what stage of development the ability to solve problems is formed in young children. The importance of the appearance of possible difficulties at an early stage for finding a solution promptly is also emphasized. In addition, the importance of the studied characteristic for the formation of cognitive development of children is highlighted. This is due to the fact that it helps to develop creativity by considering the problem from different sides.
Further, the source “Importance of problem-solving in child development” provides current knowledge that is evidence-informed and reflective of sound pedagogical practice. This statement is supported by a thorough explanation of the positive aspects of problem-solving skills. In addition to those already listed, the possibility of resolving complex social situations with determination is also highlighted (“Importance of problem-solving in child development,” 2021). Moreover, it also promotes the development and strengthening of confidence, as children will be able to find methods and ways to solve emerging problems effectively.
Early Childhood Educators can support and scaffold the development of this skill in practice. This is due to the fact that solving problems is relevant not only at an early age but also throughout the rest of children’s lives when interacting with society. Furthermore, in pedagogical terms, it helps to increase the motivation and academic performance of children, which seems to be an advantage of the skill being studied. Support for its formation can also be carried out by showing an example by the actions of an educator since, in early development, people rely heavily on role models and ways of their behavior.


]]> 2022-03-29 19:19:21 UTC https://padlet.com/sarahworville/o390wdrfebc8t3s1/wish/2120059358 References sarahworville https://padlet.com/sarahworville/o390wdrfebc8t3s1/wish/2120101370 Chambers, A. (2013). Preschool problem solving. Retrieved March 25, 2022, from https://www.youtube.com/watch?v=pgnRUFsJmxY?hd=1

Cullins, A. (n.d.). How to teach problem-solving skills to kids (ages 3-14). Big Life Journal. Retrieved March 24, 2022, from https://biglifejournal.com/blogs/blog/how-teach-problem-solving-strategies-kids-guide

Ontario Ministry of Education. (2016). The kindergarten program.

Picture used for SE provided by Padlet

Sakellariou, M., Strati, M, & Anagnostopoulou, R. (2019). The role of social skills throughout inclusive education implementation.

WeAreTeachers (2016). Adopting A Problem-Solving Approach to Conflict. YouTube.

Importance of problem-solving in child development. (2021). Mrs. Myers’ Reading Room. Retrieved April 1, 2022, from https://mrsmyersrr.com/news/importance-problem-solving-child-development



]]> 2022-03-29 19:47:52 UTC https://padlet.com/sarahworville/o390wdrfebc8t3s1/wish/2120101370 sarahworville https://padlet.com/sarahworville/o390wdrfebc8t3s1/wish/2120345094 S-SITUATION
O-OPTIONS
D-DISADVANTAGES
A-ADVANTAGES
S-SOLUTION

(Cullins, n.d)
]]> 2022-03-29 23:48:14 UTC https://padlet.com/sarahworville/o390wdrfebc8t3s1/wish/2120345094 Problem-Solving Is Possible At Any Age! stephaniemckellar2 https://padlet.com/sarahworville/o390wdrfebc8t3s1/wish/2122501419 Age 3-5: we should be using emotional coaching
Age 5-7: we need to teach the child problem-solving steps
Age 7-9: we need to help children break down the problem into sections
Age 9-11: we need to use creative problem-solving prompts
Age 12 + years: at this age we should support the child’s ability to use critical thinking and analyze a situation

(Cullins, n.d.)
]]> 2022-03-31 00:36:26 UTC https://padlet.com/sarahworville/o390wdrfebc8t3s1/wish/2122501419 How Does This Apply to Educator’s Learning? stephaniemckellar2 https://padlet.com/sarahworville/o390wdrfebc8t3s1/wish/2122508213 Educators would benefit from these strategies by implementing them into their curriculum plan to help teach children how to manage and understand problem-solving at any age. It is important to teach children what we can control and what we cannot control and how to deal with any situation that may arise. It would also be helpful to provide a poster to help children visualize and understand the steps and strategies for problem-solving. This also relates to SE 4.1 because it helps children have a variety of tools at their disposal in order to problem-solve (Ministry of Education, 2016).]]> 2022-03-31 00:40:59 UTC https://padlet.com/sarahworville/o390wdrfebc8t3s1/wish/2122508213 How Can Educator’s Scaffold and Support Learning stephaniemckellar2 https://padlet.com/sarahworville/o390wdrfebc8t3s1/wish/2122512019 Teaching children to problem solve whether related to sharing toys, solving a mathematical problem, or relationships with others can be challenging. As educators, we cannot always be there to help children with their problems, but instead, we can help them learn how to problem-solve independently (Ministry of Education, 2016). Relating to SE 4.1, it is important to teach children to manage their emotions and think and be persistent until they find a solution. By doing this, we are helping the child become confident and work independently to solve a problem.]]> 2022-03-31 00:43:33 UTC https://padlet.com/sarahworville/o390wdrfebc8t3s1/wish/2122512019 How Can The Educator Scaffold and Support Learning? stephaniemckellar2 https://padlet.com/sarahworville/o390wdrfebc8t3s1/wish/2122519324 In the video, a child wanted to sit next to another child and there was no room at the table. The teacher then helped the other child to problem solve how they would solve this problem and how they could find more space (WeAreTeachers, 2016). When the educator is there to support the situation, they are scaffolding the behaviour and actions that they want to see and supporting the children in finding appropriate solutions. The educator was facilitating a healthy discussion about trying to find more space so the child could sit. She encouraged the child to ask another child if they could move down and when that did not create much space she said “that’s all he can do.” The educator was encouraging the children to discuss their feelings and solve the problem of finding more space to sit. Each child is having their voice heard and the educator is encouraging a peaceful solution that everyone is happy with.  ]]> 2022-03-31 00:48:22 UTC https://padlet.com/sarahworville/o390wdrfebc8t3s1/wish/2122519324 How Does This Apply to Educator’s Learning? stephaniemckellar2 https://padlet.com/sarahworville/o390wdrfebc8t3s1/wish/2122524511 This applies to my learning as an educator because I am learning to give children the opportunity to solve their own problems and encourage them to ask questions and try things out and see what does and does not work. It can be very simple and faster to just solve the problem for children but it is not teaching them anything. As relating to S.E. 4.1 I can give children the space to attempt to solve their own problems and instead go to their peers for help (Ministry of Education, 2016)]]> 2022-03-31 00:51:51 UTC https://padlet.com/sarahworville/o390wdrfebc8t3s1/wish/2122524511 Scaffolding through S.E. 4.1 stephaniemckellar2 https://padlet.com/sarahworville/o390wdrfebc8t3s1/wish/2122528755 When children experience successful negotiations then they are not going to be upset about expressing themselves and will be more likely to problem solve (WeAreTeachers, 2016). The children were showing their learning under SE 4.1 because the boy was trying different methods in order to find a spot at the table. The educator was supporting this learning by asking questions that provoked thinking about how he could find a spot to sit at the table. The educator could encourage scaffolding of this skill of problem-solving through encouraging the children to go to their classmates for help rather than their teachers (Ministry of Education, 2016).]]> 2022-03-31 00:54:52 UTC https://padlet.com/sarahworville/o390wdrfebc8t3s1/wish/2122528755 How Can The Educator Scaffold and Support Learning? stephaniemckellar2 https://padlet.com/sarahworville/o390wdrfebc8t3s1/wish/2122534604 For the skills shown by the children in this video, we could scaffold the learning by asking the children to try and keep the tissue up in the air using their air.  We could then further the activity by using a chart to see how many people it takes and how long they can get it to stay up (Ministry of Education, 2016). The educator is giving the children the space to figure out how they are going to move the tissue and observing and documenting their thought processes (Ministry of Educaton, 2016).]]> 2022-03-31 00:59:07 UTC https://padlet.com/sarahworville/o390wdrfebc8t3s1/wish/2122534604 Showcasing S.E. 4.1 stephaniemckellar2 https://padlet.com/sarahworville/o390wdrfebc8t3s1/wish/2122536454 This activity invites critical thinking for the children involved, in addition to working in a group setting.  During the activity, the children got over-excited and one child was able to speak up and redirect the children to what the original idea was (Chambers, 2013). He did this successfully and modelled problem-solving skills in a social setting as he wanted the children to focus on the activity and was able to figure out what to say and do in order to achieve this (Ministry of Education, 2016).  The educator was teaching the children how to come together as a group and use their problem-solving skills to figure out as a group how to accomplish the challenge.]]> 2022-03-31 01:00:34 UTC https://padlet.com/sarahworville/o390wdrfebc8t3s1/wish/2122536454