UNIT 4 DB (200-250 wrds)

problem_solver_job.pdf

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8 TEACHING YOUNG CHILDREN VOL 5 NO 2

g o o d g u i d a n c e

At the beginning of each year, I (Sharma) introduce the role of Problem Solver and provide the tools children need to get started. Five laminated solu- tion cards, each with a different message, are held together with a ring. Each card has words and a picture, and I explain what to say when using it (see quotes next to cards). Through class meetings, role-playing, and interactive modeling, the children learn how to use the cards.

Peer problem solving in action When children solve prob-

lems for each other, the process can look much different from a teacher solving problems for them. The teacher might offer one solution and ex- pect the children to accept it. At times the Problem Solver may suggest a solu- tion that is unacceptable. When this happens, the Problem Solver refers back to the cards and fi nds a new solution that the children in the situation agree to.

At the sand table in a classroom of 3- and 4-year-olds, Samantha hits Miguel on the head with a small plastic shovel. Mr. Nguyen comes over to see what is going on. Samantha collapses on the fl oor and refuses to get up, talk, or even lift her head off the fl oor. Mr. Nguyen asks Eddie, who is the Prob- lem Solver, to come over and help. He prompts Eddie to start by asking the children, “What happened?”

Miguel: She hit me!

The Problem Solver Job Peer-Mediated Confl ict Resolution

Many preschool teachers establish a positive learning environment by

including children in setting a few simple classroom rules, modeling appropriate

behavior, and reinforcing positive behavior. Despite these efforts, day-to-day

confl icts between children still occur and are usually resolved by teachers. As a

result, children tend to look to the teacher when they can’t settle disagreements.

Appointing a Problem Solver for the day is a child-centered and child-directed

method of resolving confl icts with long-term benefi ts for all the children.

Sharma Whitchurch and Jackie Sprague

Peer problem solving in action When children solve prob-

pect the children to accept

Solver may suggest a solu-

Problem Solver refers back to the cards and fi nds a new solution that the children in

If you ne ed a brea

k, go to t he

If you ne ed a brea

k, go to t he

We are all friends.

Peace Pl ace.

If you need some time away from the rest of the class, go to the Peace Place.

Remember, we are all friends. Use gentle touches and friendly words.

Samantha [from fl oor ]: He took my dump truck!

Mr. Nguyen: Eddie, can you fi nd a solu- tion to both problems?

Eddie takes out the Problem Solver cards and fl ips through them. Saman- tha gets up so she can see the cards. Eddie chooses the Peace Place card and shows it to Samantha.

Samantha: I don’t want to go to the Peace Place!

Eddie makes another choice, the “We are all friends” card. He shows it to Samantha.

Eddie: No hitting. Use gentle touches.

Eddie then chooses the “Set the timer” card and shows it to Miguel.

Eddie [to Mr. Nguyen]: We need the timer, please.

Mr. Nguyen [with the timer]: You may each have two-minute turns with the dump truck. Miguel, when the timer rings, it will be Samantha’s turn. Eddie,

what else can you do to help?

TYC V5N2 01-15.indd 8 11/14/2011 11:53:24 AM

FOR THE PRESCHOOL PROFESSIONAL NAEYC.ORG/TYC 9

g o o d g u i d a n c e

Eddie picks the “Give a hug” card and shows it to both children.

Miguel: I want a hug!

Samantha: I don’t need a hug.

Eddie hugs Miguel and Miguel smiles. Mr. Nguyen asks Eddie, “Do you think Samantha and Miguel are ready to continue playing?” He says yes. Mr. Nguyen checks with Samantha and Miguel, and they say they are ready to play. Both children resume playing at the sand table.

Benefi ts for all The Problem Solver job is assigned

to a different child each day. It helps children build skills needed for social- emotional development. Peer-mediated problem solving also has a long-term positive effect on the classroom envi- ronment.

At fi rst, the job is new and excit- ing. The Problem Solver stays busy throughout much of the day. By the end of the year, a disappointed Problem Solver might say, “There were no problems today! I had nothing to do!” This may be a letdown for the Problem Solver, but it is a positive outcome for our learning community.

One third of the children in my classroom have special needs. Some have delays in physical, language, cognitive, or social-emotional devel-

SUPPORTING DUAL LANGUAGE LEARNERS

using visual cue cards for the Problem solver job is a great way to make it work for children with differ- ent languages and abilities. Be sure everyone understands the process by role-playing and demonstrating with individuals or small groups. in the beginning, Problem solver could be a buddy job, so dual language learners can practice with a partner until every- one is ready to try it on their own.

Teachers can make their own Problem Solver cards or print Solution Cue Cards and Solu- tion Kit Cue Cards at http://csefel.vanderbilt. edu/resources/strategies.html#tools.

opment, and some are on the autism spectrum. Children who have delays in social-emotional development tend to need more support being the Problem Solver, but I respond to any child who needs help carrying out the steps in the problem-solving process.

If the Problem Solver is unable to resolve a confl ict, or if the confl ict esca- lates, I immediately take the lead role. Even when my assistance is necessary, children learn through observation and modeling.

My attitude toward problems has changed since I added the Problem Solver job to my class- room. Years ago when I heard two children arguing over a toy, I would think, “Oh great, here we go again!” Now I think, “Oh great, a chance for us to help each other!” Changing the problem-solving role from adult-led to child-led has cre- ated a classroom where there are fewer problems, problems are resolved more quickly, and there is less stress for everyone.

We are all friends.

I don’t need a hug.

The Problem Solver job is assigned

Give a hug.

Set the timer.

Set

Ask someone to

STOP

Give a hug to apologize for what happened or to let a friend know you care.

Set the timer to take turns using materials and visiting learning centers.

Ask someone to stop if he or she is being too rough with classroom materials.