Script

THE PROBLEM- SOLVING PHILOSOPHY & TERMS USED IN PROBLEM SOLVING ENVIRONMENT

Chapter 1

PROBLEM SOLVING

SKILLS

• Is the way we teach children to form positive relationship, resolve conflicts, learn self-discipline and show respect for others. We see inappropriate or destructive behavior as a problem to be solved, primarily by the children involved with the help of a teacher-facilitator. Following the major terms used in the problem-solving philosophy

CHILD-CENTERED

• Means that our program is here to meet the real needs of the children, allow them the freedom to be children, and put their physical, emotional and intellectual well- being first. We believe that children learn best through play and social interactions. Our main goals are to nurture children and to help them learn to get along with their peers.

TERMS USED IN PROBLEM SOLVING

Set limits Use affirmation

Use active listening

Modify their environment Negotiate Facilitating

I-message Contingency Consequences

5 MAJOR METHODS OF

PROBLEM-SOLVING

1. Active Listening

2. Negotiation

3. Setting Limits

4. Modifying the environment

5. Affirmations

1 . ACT IVE L I STEN ING

• listens for those feelings,

• interprets them,

• and reflect them back to the child

2. NEGOTIATION

• Help children identify their problem,

• Encourage them to contribute their own ideas toward a mutually acceptable solution

• Help them decide on their preferred solution,

• Oversees the implementation of their chosen solution

3. SETTING LIMITS

• To ensure the safety of each child and adult

• To prohibit the destruction of no disposable materials and equipment.

• To ensure that children accept responsibility for their own actions

• To ensure equal and respectful treatment of all people

Problem-solving philosophy is based on limits rather than rules. When rules are broken-it result in punishment,

Limits are boundaries that are flexible and negotiable. It’s set with I –message, information, natural consequences, contingencies and choices.

4 . MODIFY ING THE ENVIRONMENT

• Is a technique for responding to children’s inappropriate behavior.

• Childproofing

• Simplifying

• Restricting-limiting

• Enriching and impoverishing

5 . AFF IRMATIONS

• Are the teacher’s tools for helping children feels important.

• Are the way to give attention to every child, whether or not he/she has earned it by a particular action.

T E AC H E R ’ S RO L E

C H I L D - C E N T E R E D A N D P RO B L E M - S O LV I N G

Interpret and reflect feelings

Help children resolve conflicts.

Keep children safe, in bounds.

Modifying the environment

Enrich or impoverish the classroom

Help children feel important

LANGUAGE DIFFERENCES

Sound of your voice

Expression on your face

Reaching out of your arms

Gestures/body language are understanding and accepted in every language.

THE END