Problem Solving With Children

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Access to a variety of materials encourages children to use materials in new and diverse ways. Both individual and group processes should be included in the early childhood classroom. Brainstorming gives children practice in communication, negotiation, and cooperation skills. Washington, DC: National Education Association, 1992. It is facilitated by a classroom schedule that provides for integrated learning in large blocks of time, space for ongoing group projects, and many open-ended materials. The teacher provides the time, space, and materials necessary for in-depth learning. Time: Teachers can provide for problem solving by enlarging blocks of learning time during the school day. Through exploring, then experimenting, trying out a hypothesis, and finally, solving problems, children make learning personal and meaningful.Piaget states that children understand only what they discover or invent themselves (1963).Themes, units, webbing, and the KWL method are all ways of organizing curriculum that can support problem solving (Britz and Richard, 1992).Beginning with the needs and interests of the children, problem solving develops from meaningful experiences important to the children.Through group work, individuals were able to participate and communicate as cognitive and social needs were met. Further, this site is using a privately owned and located server. No new content will ever appear here that would in any way challenge the ERIC Service Mark of the U. Each child, at individual levels and in individual ways, was successful within the group experience. Problem solving is a skill that can be learned and must be practiced. This is NOT a government sponsored or government sanctioned site. The teacher must be willing to become a learner, too.By being curious, observing, listening, and questioning, the teacher shares and models the qualities that are valued and promoted by the problem-solving process.

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