Individuals or groups can solve problems.Group problem solving is important to young children because many diverse ideas are generated. Both individual and group processes should be included in the early childhood classroom. Becoming skillful at problem solving is based on the understanding and use of sequenced steps. These steps are:

1. Identifying the problem,

2. Brainstorming a variety of solutions,

3. Choosing one solution and trying it out, and

4. Evaluating what has happened.

Often the most difficult of these steps is identifying the problem. If Bill cries, “Alice is hitting me,” the problem to be solved is not the hitting but, rather, THE REASON WHY Alice is hitting Bill. Therefore, the investigation of solutions must relate to the cause of the problem instead of its effect. Brainstorming gives children practice in communication, negotiation, and cooperation skills. Learning to express individual ideas in a diverse society is important. By choosing and trying out a solution, learners develop empathy, come to consensus, and share the responsibility of the decision. These are valued learnings in a democratic society. Finally, by evaluating the problem-solving process, children assess their choices and mistakes and learn to be independent evaluators of their work.

The process of problem solving–making choices and learning from them–is facilitated by teachers who observe, listen, and ask open-ended questions that further the process: questions such as, “What will happen if…?” and “What other ways can you hink of…?” Problem solving becomes a cycle of learning when mistakes are made and different solutions have to be tried. This discovery process allows children to construct their own learnings. Most problems have more than one solution; some problems cannot be solved. Experiences with these sorts of problems promote learning in young children.

– Gene Bedley