Think Five and Problem-Solving Strategies
Kristin: All right, so, Angel, talk to us about how to support children in using these strategies. Once we've kind of taught them, then what happens?
Dr. Angel Fettig: Sure. So, I think as early childhood educators we really need to be there to support children in using these skills that we've taught them in natural settings. So, I think we – it's very important that we as teachers anticipate that. There might be problems that come up. So, if you think about Madison, who seems to have a lot of problem-solving situations in the block area, then, you know, when we see Madison enter block area, we probably want to be close, right? So, we want to seek the proximity to her in anticipation that something might occur. And as we start seeing that a situation might be escalating, we can step up and prompt Madison in using the problem-solving skills that we've taught in the classroom. And then, really being there to support her. And be ready to pull out visuals you might have to kind of prompt her to walk through the problem-solving steps – you know, getting her to be persistent and think about different solutions if one doesn't work. And then most importantly, being there to help celebrate her success when things do work out.
Kristin: Great. So, it sounds like a lot of preparation, too. Be really ready, anticipating. Yeah, I can see having these visuals all over, right?
Angel: In your back pocket.
Kristin: In your back pocket, right. Good. Okay, good.
Dawn: Let's take a look at this video of Teacher Heather again, actually doing the problem-solving in the moment.
Heather: Uh-oh! Amy and Janney, what's the problem?
Janney: I'm getting the fort. You're getting it to make the fort, and it looks like Amy's holding it, too. Thanks, Elina, for moving so I could get up. So, what are we going to do about it? You both want the same block? What are we going to do about it? How are we going to fix the problem? I'm going to hold the block for a minute while you guys help figure it out. What's your idea?
Amy: I want to play with it there.
Heather: You want to play with it over there. Should we find out what Janney's idea was? What was your idea, Janney?
Janney: I want to play with it there!
Heather: Oh, and she thinks she needs it for that building. So, you both need this block for two different buildings. Do you want to look for an idea in the basket?
Grab the book. See what you can come up with. [children yelling and banging] Janney: There's another one.
Heather: There's another one over there, right. I think Amy's got the book. What are we going to do? She's looking. So, let's play together. So, that would be building the same building together. Take a break, so you just take a break from building. Wait 'til she's done. One more minute – so she would have it for a minute and then you would have it for a minute. You build with something else – maybe next time. Playing together, so you would build it together. Do you want to build together, Janney? Look it, Amy's talking to you. Sorry, I just said it and Amy was saying it. Sorry about that, Amy. Here. So, Amy, you're going to help Janney build her tower.
Janney: Let's do this one. Amy: This is our house.
Heather: Excellent! You guys are expert problem-solvers.
Dawn: So, Teacher Heather was well prepared in that moment, right? It looked like all that teaching that she was doing in Circle Time before actually paid off this time.
Kristin: Yeah, kids were really familiar – clearly familiar with the solution. When she said, "Go get the solution bin," they knew exactly what to do, right? That doesn't just happen overnight. It's got to be taught, as you say.
Dawn: And she was close; they offered multiple solutions. Angel: Lots of celebration for success.
Dawn: So, what about problems such as hurt feelings or feeling left out of play?
Angel: Yeah, so I think those are, again, very common problems we see in the classroom. I think teaching friendship skills and think about how to problem-solve around, you know, how do you enter playing with your friends? How do you get a friend's attention? Those are all great solutions to add to problem- solving kits. So, those are great. Friendship skills are definitely great skills to teach to young children.
Kristin: That's great. We actually do have another video to watch of two teachers who are using the strategy of a "super friend," and so let's watch this video.
Educator: Huang Wu, what did you say? Sonia, did you hear this? 'Espera', Stephanie. Sonia: [indistinct]
Gail [offscreen]: Can Miguel share with you? Thank you, buddy.
Educator: So, you're saying that if you can take turns, then everybody will be happy? Huang Wu: No, no [indistinct].
Educator: 'Espera', Stephanie.
Gail [offscreen]: Do you like [indistinct], Miguel?
Educator: So first you take a turn, then Stephanie takes a turn? Huang Wu: No, Stephanie, then Cesar, then me, then Sonia.
Educator: First it's Stephanie, then Cesar, then Huang Wu, and then Sonia? Huang Wu: Yeah! Educator: That is a great solution. Gail!
Gail [off-screen]: What's going on?
Educator: These guys just came up with a great solution.
Gail: What did they do? Educator: Well, there was a problem because all the cars were kind of backed up.
Gail: Uh-huh. What did you do, Huang Wu? Huang Wu: [indistinct]
Educator: Huang Wu said they should take turns. Gail: Are you serious? Do you think we've got one? Educator: I think we have a super friend.
Gail: All right, here we go! Doo do do! Listen, guys! We have our first super friend of the day! Huang Wu, come on over here! He had a great solution to sharing the cars. Way to go, super friend.
Educator: All right, Huang Wu! Gail: Way to go!
Educator: Okay, so Huang Wu said first Stephanie, then Huang Wu, then Cesar, but Cesar is not here, so then it'll be Sonia.
Dawn: We can even give kids the Super Friend Award. [laughter]
Kristin: Yeah, this is a great award. This is also free from Head Start Center for Inclusion. It can be printed out. Children who, again, are having maybe a little bit harder time making friends and really could use this sort of celebration at the end of their day, that there was something really friendly that happened, this is a great tool to use.
Dawn: Another thing that might be helpful for building friendship skills is to have a Peace Wall. So, maybe there's a place in your classroom where there's – there's the problem-solving skills and maybe some of the friendship skills, and the visuals are there, where children can go to that wall and come up – then that's a place for them to go, where they have some ideas on how to support friendships.
Angel: Yeah, those are all great strategies to have in the classroom to support children in problem- solving in their natural environments.
Dawn and Kristin: Yeah, excellent.
In this Featured Guest segment, Dr. Angel Fettig talks about problem-solving and the Think Five technique. This video is part of the Positive Behavior Support module, one of several EarlyEdU Alliance Higher Education Learning Modules.
