The Four Step Problem-Solving Technique

Four Step Problem-Solving Technique

Dawn: We're very excited to have Dr. Angel Fettig on with us today. She's on the faculty here at the University of Washington, and her research focuses on social and emotional development and reducing challenging behaviors for young children with or at risk for disabilities and on intervention frameworks that prevent cultural and responsive family-centered practices and early intervention in early childhood special education. We are so happy to have her with us today.

Hi, Angel!

Dr. Angel Fettig: Hi!

Kristin: Hi, Angel. Welcome. Angel: Thanks for having me.

Kristin: So Angel, why is problem-solving such an important skill to teach young children?

Angel: Yeah. Well, so social competence and problem-solving skills are really key foundational, healthy social-emotional development. And so, as children continue to learn new skills and become more independent, they tend to run into situations in the natural environment that leads to frustration and perhaps then ending up in challenging behavior. So, if we teach children these problem-solving skills and they become good problem solvers, then they're – as they become more independent, their self-esteem increases, and they're less likely to be frustrated, and then we're then preventing challenging behaviors from happening.

Dawn: So, what are some common problems?

Angel: Well, so for young children, especially in the classroom, they tend to run into a lot of social situations that – you know, kind of common social problems. So, things like sharing toys with friends, taking turns with materials, and making friends in the classroom.

Kristin: Can you share some strategies to help teachers address that?

Angel: Yeah. So, I think in early childhood settings, I think the best thing is to think about simple steps to teach kids. So, simple concrete strategies they can use in the setting. So, my favorite is to really think about the four-step problem-solving technique. So, Step 1 is, you know, "What's my problem?" So, really being able to know that there's a problem here and this is the problem – so being able to identify it.

And then, Step 2 is helping them brainstorm. "What are some things I can do to solve this problem?" So, guiding them in understanding how do you brainstorm for solutions. And then the next step, Step 3, is to think about, you know, evaluating the solutions you came up with.

So, "Do I think using this step is going to be fair for my friends? Is it a safe solution? Am I going to feel good? Is my friend going to feel good?"

And then, Step 4 is guiding them to try it out. Why don't you try it, see if it works. If it doesn't work, then encourage them to try a different strategy, try a different skill. And so, those are the four steps. And it's really important that we teach those steps systematically, and with visuals, just like how we will typically teach any content in early childhood classrooms. So, I think as early childhood educators, we need to plan these into our curriculum in teaching problem- solving skills.

Kristin: Right. So, really teaching, like you just talked about, before the problem comes up. And actually, this is a great time for Circle Time Magic.

Dawn: All right!

Heather: OK, so we've been working really hard with the problem-solving basket.

Puppet Eddie: Oh, kids, I think I'm ready. I'm still kind of mad, but I'm ready. I'm going to use that problem-solving basket you guys told me about. Is that a good idea?

Children: Yeah!

Heather: Nope, nope. We got it right here; remember, guys? We planned it this time. Oh, Eddie, hey! I just happen to have it right here.

Eddie: Okay, wait. Here's my mad card, because I need to breathe some more. OK. [breathes deeply] Okay, I feel better now. So, I'm going to get one of those books you guys told me about. Teacher, will you help me?

Heather: I will. It's kind of hard for Eddie to hold the book, huh?

Eddie: Okay, so I’m going to find an idea, because that's what you guys told me last time: find an idea in my book. And I don't have to read it, right?

Children: No.

Eddie: Because we have to look at it – right, Marilyn – because there's pictures, right? Heather: So, pictures for Eddie.

Eddie: Ah yeah, I remember. We've been practicing a long time, ever since we started school. Okay, here I go. Sharon?

Eddie: Can I trade a block with you?

Heather: [whispers] Say no. [Sharon shakes head no]

Eddie: Uh-oh, she said no! I'm so disappointed! I don't know how to fix this!

Heather: What should we help Eddie say? Hey, Eddie, you know what? Our class does something kind of funny when we feel disappointed. You guys want to help him again? Ready?

Heather and children: We say, "Oh, pickles!" Heather: And then we try another idea.

Eddie: Okay, I'm going to try another idea from a different book, because that book didn't have the idea I wanted. Let me see. I'm going to share. So, Jocelyn, can I have one of your blocks? [Jocelyn nods] Okay, great, great. So, Sharon?

Heather: [whispers] Say yes this time.

Eddie: Can I give you this block and you give me back my three blocks? [Sharon nods] Okay. Okay. Ready? I'm going to give you this one, and now can you give me back my tower blocks? Oh, thank you. One... two more. Two. Three. What do you guys think of my tower?

Children: Good!

Eddie: Wow!

Dawn: OK, so Circle Time is a great time to teach these problem-solving steps before you use them. Teacher Heather modeled these. She was role-playing, she was using a puppet, she was prepared with the solution kit, and she did all of the at circle, teaching it ahead of time repeatedly. This was something that looked like they had been working on for a while, so it's something that takes time, that you really spend the time to make sure children know how to do.

Kristin: Kids can also bring up problems during Circle Time that can be discussed, and what a great way to sort of get input from all the children at Circle Time. You can create maybe even your own – you know, we have a lot of visuals already that say solutions on them, but getting children to come up with some different solutions and try those out at Circle Time. So, yeah, great, great way to teach those before actually using them in the episode.