1. Promoting Children’s Success: Social Emotional Problem Solving Skills
Promoting Social Emotional Competence
Promoting Children’s Success: Social Emotional Problem Solving Skills

2. We are continuing to move up the pyramid, building on our base of nurturing relationships and supportive environments.
This session builds on that with ways to enhance social skill development.

3. Learning to Problem Solve
Problem solving is a difficult task (even for adults!).
Research has demonstrated that young children are cognitively capable to learn problem solving.
Problem solving can
be taught step-by-step.
Discuss that when presented with interpersonal problem situations, some children, or all young children in some situations, find it difficult to think of alternative responses. We want children to learn problem solving steps, to be able to think of alternative solutions, and to learn that solutions have consequences.
Children learn problem solving step by step. Some published problem-solving curricula have as many as 11 steps, which can be too many steps for young children.

4. Problem Solving Steps Would it be safe? Would it be fair?
Present the problem-solving steps as an example of a problem solving process with fewer steps. There are four essential problem-solving steps for young children to learn and act on.
Would it be safe?
Would it be fair?
How would everyone feel?

5. Identify the Problem
Teach children to pay attention to their feelings as the first step in problem solving.
Identifying a negative emotion is a cue that there is a problem.
After the problem has been identified, children describe the problem.
Problems should be reframed into
“I statements”
What is my problem?
Children should be taught to pay attention to their feelings as a first step in problem solving.
When children are experiencing a negative emotion (e.g., anger or frustration), this feeling is the cue that they have a problem.
This is why teaching young children an emotional vocabulary is an essential prerequisite skill to being an effective problem solver (see Joseph & Strain, 2003; Webster-Stratton, 1999).
After children recognize that they have a problem, they next need to describe the problem.
Adults and/or puppets can model the problem for children.
Children can practice by looking at cards depicting a problem and describing what the problem is.
Initially, children will need guidance to reframe defining the problem as the other person’s problem (“They won’t let me play.”) to their problem (“I want to play with them.”). This reframing, although subtle, will help children generate more appropriate solutions.

6. Generate Solutions
Children need to learn how to generate multiple solutions to problems.
Sample solutions could be:
Get a teacher; Ask nicely; Ignore; Play; Say, “Please stop”; Say, “Please”; Share; Trade; Wait and take turns
The key is teaching children to generate as many solutions as possible,
rather than just one “correct” solution.
Young children need help generating multiple alternative solutions to interpersonal problems.
A lot of time should be spent directly teaching children alternative solutions to common problems and having children generate solutions independently.
At this point in the instructional process, the key is to teach children to generate as many solutions as they can think of rather than thinking of a solution that will work best.
Describe how young children need to spend time learning to generate alternative solutions.

7. The Solution Kit Get a teacher Say, “Please.” Ask nicely Share Ignore
The Solution Kit is a tool to help children remember possible solutions to their problems. This is included in the handouts of this training session.
Get a teacher
Say, “Please.”
Ask nicely
Share
Ignore
Trade toys/item
Play
Wait and take turns
Say, “Please stop.”

8. Consequences
Once children have learned the problem solving steps and begin to generate solutions, the next phase is learning that solutions have consequences.
When learning to evaluate solutions starts with the child asking:
Is it safe?
Is it fair?
How would everyone feel?
After children have experienced generating multiple alternative solutions to problems, they can begin to evaluate consequences. This strategy can be communicated to children in terms of “What would happen next?” Three questions can guide a child’s decision to determine if the consequences would be good or bad:
Is the solution safe?
Is the solution fair?
How would everyone feel?
Understanding consequences can best be taught to children through role-plays. Children can generate a solution to a problem and then act it out with a puppet. The teacher can then prompt the child to think: Did anyone get hurt? Was it fair? How did you feel? How did the other person feel?

9. Try It Out! Once a solution has been selected, children should try it.
Not every solution will work.
Children can try other solutions they have generated
They may need to return to Step 2 and generate more solutions
Give it a try! At this step, children are taught to act on the best solution that they generated.
They are also taught what to do when a solution doesn’t work.
When a prosocial solution doesn’t work, children can draw upon the other solutions they generated earlier that they believe will have positive consequences.
Handout 7 & 8

10. Problem-Solving Activities
Problematize everything
“We have 6 kids at the snack table and only one apple. We have a problem. Does anyone have a solution?”
Play “What would you do if…?”
Children make their own “solution kits”
Children offer solutions to problems that occur in children’s stories
Several activities can be planned to reinforce problem-solving skills.
1. Adults can “planfully sabotage” or “problematize” activities throughout the day and encourage children to generate solutions. For example, the teacher can bring one apple to the table for snack and say, “Oh my goodness! We have a problem. There is only one apple and five kids—what can we do?” The teacher can then encourage the children to generate as many different solutions as possible.
2. Adults can play “What would you do” with children. To play, the teacher thinks of and writes down several problems on slips of paper. These slips are then put in a bag and passed around the circle until the music stops. The child who is holding the bag when the music stops, selects a problem that an adult can read for the child. The child can then think of as many solutions as possible. He or she may even consult the “Solution Kit” if necessary.
3. Children can make their own solution kits by drawing different solutions to problems they have had. Some children may want to color pre-drawn solution cards.
4. Adults can select childrenʼs books that feature characters who are having some kind of problem. The teacher can pause when reading and ask children to generate solutions to the problem. Then, as the teacher continues reading and the children learn how the character solved the problem, they can determine if it is a good or bad solution.

11. Dealing with Common Peer Problems
Teaching alternative responses to being teased, bullied, or yelled at
Teaching children to speak up when something is bothering them, “please stop”
Teaching children to be good ignorers (using a teasing shield)
Teaching aggressors skills to initiate play and to feel sorry
This slide shows a list of ways to deal with common peer problems. Children in Kindergarten and First Grade are already experiencing teasing, being bullied, and sometimes threats. Having a plan to deal with these behaviors before they occur is proactive, supports the goals of teaching social and emotional skills and will give any teacher a sense of confidence.

12. Teasing Shield Purpose:
To teach children how to ignore inappropriate behavior
To teach children how to initiate play appropriately
Materials:
Puppet for pre-teaching use of teasing shield
Shield printed on card stock with a handle taped to back
Various art supplies to decorate front
The next two slides explain how to use a technique called “Teasing Shield” – see Handout

13. Stages of Learning
Using a puppet, demonstrate how the shield works: When someone is saying something mean to you, you can put up your shield and ignore them. Demonstrate how to initiate play and feel sorry
Introduce art activity, decorating shields with names, markers, stickers, glitter, etc
Practice using shield in context of classroom, with shield and without shield
Reinforce use of shield skills in natural contexts. This includes noticing and labeling as well as supporting children in using this technique successfully

14. Activity: Problem Solving Lesson Plan
With your co-teachers, discuss how you will introduce problem solving skills to your classroom.
Think about:
How will you define problem solving?
How will you demonstrate problem solving?
How will you help your students practice the problem solving steps and solutions?
Use the Action Plan to develop next steps.
Allow participants time to complete the activity.
Have participants share 1-2 ideas with the group.
ADDITIONAL RESOURCES
Developing Social Skills and Increasing Skill Use
Problem Solving Song
Solution Sleuths Cheer
Solution Kit
Teasing Shield
Solution Sleuths - Creating Problem Solvers – Optional Activity
Action Plan

15. Questions?