examples of problem solving and innovating in kindergarten

Kindergarten Lessons

Involve me and I learn...

Math Teaching/Learning

KINDERGARTEN PROBLEM SOLVING

Learning how to approach and solve problems early in life, not only helps children enjoy and look forward to sorting them out, it also helps them make and keep friends.

Preschool and kindergarten problem solving activities give children an opportunity to use skills they have learned previously and give you an opening to teach new problem solving strategies.

Introduce the vocabulary of solving problems with stories, puppets and everyday situations that occur. “We only have 10 apples but there are 20 students. This is a problem . Let’s think of some ways that we can solve this problem ?”

Use terms like, “a different way, let’s brainstorm, that’s a challenge, let’s think of some different solutions”.

How do I develop a problem solving approach?

Asking children questions such as , “How would you…?” or “Show me how you could…?”, help set the stage for teaching with a problem solving approach. Keep problem solving topics about subjects that interest the students. Kids are constantly trying to problem solve as they play.

Students are learning to:

• Identify problems or challenges
• Fact find (what do I know, what have I tried)
• Think of ways to solve the problem (brainstorm, creative thinking, generate ideas)
• Test their ideas

What preschool and kindergarten problem solving strategies can I teach?

Young children need real objects, pictures, diagrams, and models to solve problems. Start with real objects and move slowly to diagrams and pictures. Any of the following problem solving strategies will help them work through the four steps above:

• using objects
• acting the problem out
• looking for patterns
• guessing and checking
• drawing pictures
• making a graph
• teach with projects

Play creates classroom opportunities for problem solving

Perhaps a child is getting frustrated as he/she plays with blocks. To help him/her focus on the problem ask questions such as:

• What are you trying to do with your blocks?
• What isn’t working?
• What have you tried?
• Can you think of another way to stack the blocks?
• What else can you try?

Encourage creative thinking

Reinforce creative thinking, not results. The ability to solve problems and think creativity is important.

Talk about the different ways the child tried to solve the problem rather than the outcome. “Joe tried three different ways to stack the blocks. That was a great effort, Joe.”

Social classroom problem solving opportunities are abundant…

• Identify the problem – – Talk about the problem. For instance, some children may be worried because other kids are hiding the center markers for the play center and giving them to their friends. Other kids are not getting turns.
• Fact find – – There are only 4 center markers for the play center because it is small and more than 4 kids would be too crowded. Some kids are hiding them so they can play with the same children each time.
• Brainstorm ideas – How can everyone have turns? What ideas do you have? What could we try?
• Test the idea – Let’’s try that idea and meet again tomorrow and see how it’s working.

Investigating and Problem Solving

Using short periods of time examining and investigating objects, such as feathers or rocks, captures children’s attention and challenges them to inquire, to develop mind sets of being problem solvers and to think independently. Find a sample lesson here…

Kindergarten Four Frame Program: Problem Solving and Innovating

• Belonging and Contributing
• Music and Movement!
• Demonstrating Literacy and Mathematics Behaviours
• Problem Solving and Innovating
• Parents & Friends

   The learning encompassed by this frame supports collaborative problem solving and bringing innovative ideas to relationships with others.   

Curriculum Expectations

This frame encompasses children's learning and development with respect to:

• exploring the world through natural curiosity, in ways that engage the mind, the senses, and the body;
• making meaning of their world by asking questions, testing theories, solving problems, and engaging in creative and analytical thinking;
• the innovative ways of thinking about and doing things that arise naturally with an active curiosity, and applying those ideas in relationships with others, with materials, and with the environment.

Check out our databases!

For login in information for our board resources and databases, please ask your LCI or teacher!

K-Gr. 6: Teacher Resources

I Love Computers!

Colour changing milk.

Fun to read

Check with your Learning Commons Informationist or public library to see if this title is available to borrow.

Fun Science for Kinders!

Computer Technology

All about COMPUTERS!!

Mouse Practice

Activities to help practice mouse manipulation.

Keyboarding Skills

Activities to practice keyboard skills and alphabet recognition.

iPads & Tablets

iPads & tablets ~ goals for JK/SK students:

-Use the iPad (Drag items across the screen, tap items on the screen)

-vocabulary development

-letter/number/shape/alphabet recognition

-expressive language/speech practice

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• Research Guides

Kindergarten Resources

• Problem Solving & Innovation
• Children's Books
• Teacher Resources
• Picture Books
• Recommended Reading

Problem Solving and Innovating

This frame explores how can learn naturally in an open-ended environment. Children can learn through inquiry which is huge is kindergarten classrooms. Outdoor education is important because children can learn about nature which can lead to engagement in creative thinking, questioning, problem solving, observing, and perhaps interacting with classmates. Something children might be interested is plants. The teacher may enhance their curiosity by providing them with books, videos, art activities involving plants. Students may benefit from sensory play and hands-on exploring.

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• Last Updated: Mar 3, 2024 2:52 PM

New Designs for School Teaching Kindergarteners Critical Thinking Skills: Lessons from Two Rivers Deeper Learning Cohort

Jeff Heyck-Williams with Chelsea Rivas and Liz Rosenberg Two Rivers Deeper Learning Cohort in Washington, D.C.

We’ve all had the experience of truly purposeful, authentic learning and know how valuable it is. Educators are taking the best of what we know about learning, student support, effective instruction, and interpersonal skill-building to completely reimagine schools so that students experience that kind of purposeful learning all day, every day.

The stories of two kindergarten teachers illustrate the power of providing an opportunity for 5 and 6 year-olds to think critically.

I’ve argued elsewhere that yes, we can define, teach, and assess critical thinking skills , but I know what you are probably thinking. These skills are all good for middle and high school students and maybe upper elementary kids, but kindergarteners? However, I was in a kindergarten class recently where five and six year-olds were making evidenced-based claims and critiquing the arguments of each other. Kindergarteners were thinking critically!

Two Rivers Public Charter School in Washington, D.C., is wrapping up our second Deeper Learning Cohort. Twenty-four educators from schools across the city participated to learn how to deepen their students’ thinking through the use of thinking routines with aligned rubrics and performance assessments.

This group of dedicated teachers from prekindergarten through 8th grade gathered at convenings over the course of this past school year to explore what it means to help students think more deeply about what they are learning. Specifically, we learned about three thinking routines that provide a structure for helping students think critically and problem-solve. We dived into understanding how the language of rubrics can be used to define these constructs but have limitations when applied across multiple contexts. We developed understanding of performance task design and how that translates into the experiences we provide for students everyday. Finally, we learned how analyzing student thinking as exhibited in student work can be leveraged to deepen our students’ critical thinking and problem-solving skills .

The power of this work has been highlighted for all of us as we saw kindergarten students demonstrate an ability to formulate reasoned arguments with specific support. The stories of two kindergarten teachers illustrate the power of providing both an opportunity for five and six year-olds to think critically and the structure to support that thinking.

Teaching Kindergarteners to Be Effective Reasoners

Chelsea Rivas, Kindergarten Teacher at Two Rivers Public Charter School

When Two Rivers invited educators to participate in a Deeper Learning Cohort last summer I jumped on the opportunity. I began working at Two Rivers in the fall of 2018 and had a lot to learn my first year about the “Two Rivers Way,” so I didn’t feel like I was able to dive into thinking routines in a way I wanted. This cohort allowed me to do just that!

We began our journey by learning about and experiencing the thinking routines and then choosing one to focus on all year with our class. As a kindergarten teacher, I decided I wanted my students to grow into people who reason effectively, so I chose to focus on the “Claim-Support-Question” routine.

I introduced the effective reasoning thinking routine of Claim-Support-Question with a fun think-aloud. I showed a portion of a picture on our board and had students make “claims,” or guesses, as to what the whole picture might be. I then had them support their claim with evidence from the picture and their own personal experience. Last, I showed my students how we can challenge or question our claim by saying what someone else might think.

My students loved this challenge so much that we made it part of our morning routine two to three times a week. Once students became comfortable using this routine in the context of the mystery picture of the day, I extended the use of this routine to reading literature. I modeled making claims and using evidence from the text to support my claim, as well as stating how someone could disagree with my claim. I had students begin making claims, using valid support, and challenging their claim in guided reading.

My students have moved from just stating their opinion, or claim, to always having valid support for their opinions. The word “because” is ingrained in their five and six-year old vocabulary. It’s become easier for many to empathize with other people’s opinions because they have gotten into the routine of challenging their own thinking. However, this is probably the toughest part of the effective reasoning thinking routine and many of my students are still working to get better at the question aspect of the Claim-Support-Question routine.

My students are critical thinkers, problem solvers, and able to consistently think outside the box. Parents have told me how impressed they are that their children are able to think this deeply about a topic. My biggest take-away from this experience has been that my kindergarteners can do a lot more than what people expect!

Thinking Routines in Kindergarten

Liz Rosenberg, Kindergarten Teacher at Creative Minds International Public Charter School

As I was looking for professional development opportunities over the summer in 2019, I happened to come across an online post for the Deeper Learning Cohort through Two Rivers. I had heard of thinking routines in the past but never really had the structure to implement them in my classroom. After spending only a few days together in July with this cohort of passionate, invested, skilled group of D.C. teachers, I felt inspired and empowered to push my students’ thinking before they even arrived in my classroom in August.

It is so easy as a teacher to get bogged down by the pressures of Common Core—we want our students to read, write, and solve math problems so they can be successful and score well on PARCC. While those content areas are of course very important, teaching for me has always been deeper than that. I want my students to grow up to be contributing members of society, who can think critically about the world and express their ideas and beliefs with conviction and confidence. To be successful in this world, they need to be able to communicate their thinking to others, making it visible to their audience, whether that audience is their classmates in a college course or their spouse later in their adult life. I want my students to understand the world from a global perspective, which includes truly comprehending that others may see the world differently than them and how that fact makes the world better, richer, and more diverse. So often we see adults who are not able to separate their thinking from their own lived experiences. I want more for my students and fight for that every day.

I have extremely high expectations of myself and those in my life—and that includes my students. I was surprised to learn as I progressed through this cohort of deeper learning that my students are capable of even more than I thought, that I can raise my expectations of them even higher! My students can make statements, support their claim with evidence, and think of a counterclaim. They can look at a set of choices, list criteria for a decision, and see if their choices meet the criteria. Many years ago, when I asked my students, “How do you know?” they would respond with answers like, “I thought it in my brain” or “my mom told me.” No longer is that acceptable in my classroom because I provided my students with the scaffolding so they can now make their thinking visible without as much support. They can problem solve by thinking about what they already know, what they want to know, and what ideas they should think about to drive their learning. And my five year-olds can communicate in meaningful ways through writing and pictures. They know their voices matter and what they have to say matters.

This is just the beginning. The values and lessons my students are learning are setting the foundation for them to be lifelong learners who question, think critically, back up their thinking with evidence, and be thoughtful and effective problem solvers. This is the world I want to live in and, together with my students, we are creating it.

Photo at top courtesy of Two Rivers Public Charter School.

Jeff Heyck-Williams with Chelsea Rivas and Liz Rosenberg

Two rivers deeper learning cohort.

Jeff Heyck-WIlliams is director of curriculum and instruction at Two Rivers Public Charter School.

Chelsea Rivas is a kindergarten teacher at Two Rivers Public Charter School.

Liz Rosenberg is a kindergarten teacher at Creative Minds International Public Charter School.

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Karen MacDonald

[email protected]

Mohawk College

This chapter aims to deepen  an educator’s understanding of the value of technology in kindergarten classrooms and offers practical ways in which technology can be integrated into kindergarten programs.   Although reference is made to Ontario’s Kindergarten Program, information will be beneficial to readers outside of Ontario who have similar education priorities.   The integration of technology is discussed with specific support from the Ontario Ministry of Education’s (OME) (2016) Kindergarten Program publication.   This establishes the basis for the exploration of how technology can support enhancements in pedagogy, curriculum and assessment.   Pedagogical approaches that are explored include: educators as co-learner, learning through exploration, play and inquiry, pedagogical documentation and collaborative inquiry (OME, 2016).   Contributing factors to a kindergarten educator’s reluctance to infuse technology into their classrooms are also reviewed.   Specific examples of applications are shared to assist educators in exploring ways in which they can enhance their pedagogy, curriculum and assessment through the use of technology.   The importance of p roviding opportunities for children to engage in technology-enhanced learning experiences to help develop skills that will prepare them for the future is reinforced. Further research is required in order to assist us, as educators and administrators, to reflect upon and re-evaluate the quality of support we are offering to our kindergarten teachers, our beliefs about the pedagogy of play and what we value as substantiation of a child’s learning.

Keywords: digital play, early childhood education, inquiry-based learning, kindergarten curriculum, kindergarten pedagogy, play-based learning, technology

Introduction

Children are our youngest digital natives, born into a world infused with technology.   It is a familiar and natural occurrence in their everyday lives. The pedagogy that drives kindergarten programs in Ontario supports the integration of technology into classrooms as an authentic extension of young students’ learning (OME, 2016).   Despite numerous studies supporting the prevalence of technology in a child’s life, as well as it being the chosen means for many children to express themselves and share their thinking, many kindergarten educators are hesitant to embrace the addition of technology into their teaching practice (Palaiologou, 2016).   Early Childhood Educators (ECEs) and Kindergarten teachers have a responsibility to gain a deeper understanding of the importance of incorporating technology into the pedagogy and curriculum that supports our earliest learners.

Background Information

Within Ontario’s kindergarten classrooms, pedagogy and curriculum are driven by the OME (2016) document The Kindergarten Program.   This document outlines the changes in pedagogical approaches from traditional educator-lead pedagogy to one that is learner centred (OME, 2016).   It stresses the importance of developing a curriculum that supports each child as competent, curious and capable of complex thinking and the need to provide learning opportunities that prepare students for an ever-changing world (OME, 2016). It is imperative for educators to be mindful that our role is to prepare students for the future.   There has been a pedagogical shift from teacher-lead classrooms with theme-based curriculum to one that supports play and inquiry-based learning driven by the interests and abilities of students.   Edwards (2013) argues that we need to bridge the gap between how children naturally engage with technology outside of the classroom and our understanding of the pedagogy of play as the foundation of our Kindergarten programs.

Students in our kindergarten classrooms will need to work in a world where technology will advance at a rate we cannot yet comprehend (Prensky, 2010).   It is argued that educators need to take a closer look at opportunities to make digital play an integral piece of early years pedagogy (Nolan & McBride, 2014) and that educators’ current beliefs about play-based learning impedes the practice of embracing technology as a fundamental component of an early learning environment (Palaiologou, 2016).   Educators argue that the hesitancy is due to accessibility, where every child may not have equal means to access technology.   Other factors influencing the lack of willingness to embrace technology in the early years are the beliefs that it causes social isolation and promotes a sedentary lifestyle in children (Palaiologou, 2016).   Some educators believe that a child’s authentic hands-on experiences within their natural environment are impeded when technology is introduced and that they become more isolated learners (Palaiologou, 2016).   Teachers’ efficacy, values and beliefs about technology and the lack of professional development and support (Edwards, 2013; Palaiologou, 2016) are additional barriers. The pedagogical freedom for educators to make decisions about when and where to use technology to support their students’ learning have also been found to impede the willingness for educators to embrace technology as an integral component of their pedagogy (Edwards, 2013).

Influencing Pedagogy

Pedagogical approaches that guide the kindergarten curriculum include: educators as co-learner, learning through exploration, play and inquiry, pedagogical documentation and collaborative inquiry (OME, 2016).   The first two approaches will be further explored with the focus on how technology can support and enhance these initiatives within the kindergarten classroom. The latter two will be explored under the heading of Assessment.

Educators as Co-learners

In order to gain a deeper understanding of the interests, skills and abilities of their learners, educators are moving from the role as the keeper of all knowledge to the role of head learner in kindergarten classrooms (OME, 2016).   Educators must focus on questioning, guiding, coaching and providing context (Prensky, 2010).   Students today want an educational leader who will respect their ability to learn beyond limitations and to provide opportunities to engage with technological tools to build knowledge and relationships (Prensky, 2010).   This is most successfully accomplished by kindergarten educators through the facilitation, intentional planning of and engagement in children’s play experiences.   Digital applications can be used to share consistent feedback between student and educator, offer tools to collect documentation of students’ learning, and to respectfully share resources to increase students’ self-efficacy and motivation.

Learning Through Exploration, Play and Inquiry

Inquiry based learning occurs when educators embrace the natural curiosity of their learners. In kindergarten classrooms, children should be encouraged to ask questions and wonder about topics that they are interested in to uncover curriculum expectations.   Through consistent play, inquiry and free exploration, children gain 21 st century skills such as critical, creative and complex thinking, innovative design, problem solving and collaboration (OME, 2016).   Prensky (2010) also supports this necessity stating that our pedagogy should reflect a strong support of such skills as finding information, manipulating that information to make sense of it, creating new ideas and solving problems in unique ways.   Similarly, Fullan (2013) states that “the interest in and ability to create new knowledge and solve new problems is the single most important skill that all students should master today” (Fullan, p. 24).

The incorporation of technology is most successful when it is paired with a pedagogy that supports the intentions of its use (Prensky, 2010).   Many times, the pedagogy of play is seen as a separate entity from the use of technology, which instead, is viewed as a tool to support the skills of learners (Edwards, 2013).   Digital Play should be a naturally occurring, integral part of a classroom setting, not a separate learning area. When given the opportunity, children can merge digital technology into their play in ways that “expand the range of identities they explore and the tools and practices with which to explore them” (McGlynn-Stewart, 2019, p. 52).   Through inquiry, based on naturally occurring interests of children in the classroom, students are able to solve problems to gain a greater understanding of their world.   When educators stand aside and let the learning happen, children achieve greater skills because they have been given the opportunity to seek answers on their own or through collaboration with their peers, rather than being taught the solution first (Brown, P.C. Roediger, H.L. & McDaniel, M. A., 2014).   Palaiologou (2016) argues that we need to provide digital means for children to extend possibilities within their play in order to accomplish this task.

Application.

Apps such as Khan Academy Kids (Khan Academy, n.d.), National Geographic Kids (National Geographic, n.d.) and Explain Everything (Explain Everything, n.d.) provide interactive online environments supporting students’ inquiry .

Influencing Curriculum

The Kindergarten Program (OME, 2016) uses the following four frames to help organize how we think about children’s thinking and the assessment of their learning: Belonging and Contributing, Self-Regulation and Well-Being, Demonstrating Literacy and Math Skills and Problem Solving and Innovating (OME, 2016). Technology positively influences all frames, but the latter frame will be focused on in this section.

Problem-solving and Innovating

In this frame, children demonstrate their unique ways of solving problems or relating to ideas by exploring things they are naturally curious about (OME, 2016).   Students may ask questions, test theories and engage in analytical thinking while educators design a learning area that includes various tools that allow children a choice in what methods would best support the development of these skills.   Educators offer opportunities for collaborative learning and should create spaces where children can express their thinking and learning.   This is supported through the technology-related expectations that are stated with the Kindergarten Program (OME, 2016) including: using technology to solve problems independently or with others, plan, question, construct new knowledge and analyze and communicate thinking (OME, 2016).

The integration of technology may support a child’s understanding of concepts in literacy and math through practical application, problem-solving and collaboration (Palaiologou, 2016). Researchers have also found that engaging in digital game-based programs promotes collaboration, problem-solving, communication and experimentation among kindergarten students and suggest that allowing students to behave more autonomously in game play, leads to higher engagement and motivation (Nolan & McBride, 2014).   Practical examples of applications that support the enhancement of problem-solving and innovation are listed below.

An open-ended app such as 30 Hands (30 Hands Learning n.d.) enables children to document their thinking by way of drawing pictures and recording voice to write their own stories.   This app provides students a means to share their thoughts beyond the limitations they would have displayed without the use of digital technology (McGlynn-Stewart, Brathwaite, Hobman, Maguire & Mogyorodi, 2018).   The 30 Hands app also allows children to save and revisit their work allowing reflection on their learning and the deeper complexity of their thinking (McGlynn-Stewart et al., 2018).   Similarly, apps such as Thinglink (Thinglink, n.d.) and Shadow Puppet Edu (Seesaw Learning Inc. (n.d.) allow students to capture, organize and communicate their thinking in unique and interesting ways.   An app such as Gamestar Mechanic (Gamestar Mechanic, n.d.) allows early learners to begin developing skills in coding and game creation and an app such as Blokify (Blokify, n.d.) can help students as young as 4 or 5 years to design, create, problem-solve and collaborate within a Makerspace environment.

Influencing Assessment

Learners today think, communicate and use different means to share what they know in ways that are different from students in past decades. Donovan, Bransford and Pellegrino (2002) state that, with our newest learners, we must move beyond traditional testing to incorporate understanding through frequent formative assessments that make learning visible (Donovan et al., 2002).   It is imperative that we enhance our traditional methods of assessment with technology-based assessment in order to provide more enriched feedback to our learners.

Pedagogical Documentation

Pedagogical documentation is defined as the gathering of and analysis of evidence of a student’s thinking (OME, 2016).   Educators aim to make a student’s learning visible to both the child and family, and use knowledge gained from observations to drive further programming.   Within kindergarten classrooms, pedagogical documentation provides the means to which assessment for, as and of learning is made (OME, 2016).   In a play-based environment, educators should gather frequent and meaningful observations of children that incorporate the child’s voice so that reflections can be made about how a child interprets, understands and interacts with their world (OME, 2016).   Pedagogical documentation, which technology has the capability to enhance, provides a means of formative assessment of a child’s learning and, in turn, should drive future curriculum planning (Rintakorpi, 2016).

Application.  

Apps that allow students to organize and record their process of learning (as described above) captures visible documentation that can be saved, shared, revisited and revised which allows children to develop an in-depth understanding of curriculum.   These applications provide a diary of the progression of a child’s journey in reaching outcomes; a story of each child’s learning.

Reflective Practice and Collaborative Inquiry

In early learning environments, the relationship between parent, child and educator helps build an important foundation for a child’s learning.   Educators both independently reflect on and collaborate with peers, families and children about the pedagogical documentation they have collected OME, 2016) in order to learn from the experiences of each student. By including parents in these conversations, an educator gains insight into a child’s previous knowledge and experiences at home. Research has shown that using documentation empowers educators and nurtures their relationship with children and parents by providing an important tool for communicating and understanding a child’s perspective (Rintakorpi, 2016).

Apps such as Brightwheel (Brightwheel, n.d.) and Storypark (Storypark, n.d.) provide a platform to capture a child’s learning through pedagogical documentation that can be shared and securely accessed by children and their families.

Conclusions and Future Recommendations

Although it is supported through expectations laid out by our Ministry of Education (2016) in The Kindergarten Program publication, many kindergarten educators remain reluctant to embrace technology as an integral part of their pedagogy and curriculum.   One of the most prevalent factors contributing to this is an educator’s belief about the pedagogy of play and what they value as evidence of a child’s learning.   Palaiologou (2016) believes there is a need to challenge the current ideology of what we believe about a child’s play and that only then can educators embrace technology within their kindergarten classrooms. The addition of technology-based pedagogy into pre-teaching programs as well as increased professional development for current educators could close the gap between what educators believe about how a child learns and understanding how technology does not hinder but enriches the quality of this learning. Further research is needed to examine the relationship between traditional and digital play as well as the influence that digital technology has on a child’s learning experiences within play and inquiry-based environments.

Blokify. (n.d.). [Web page]. Retrieved from http://blokify.com

Brightwheel. (n.d.). [Web page]. Retrieved from https://brightwheel.com

Brown, P.C., Roediger, H.L. & McDaniel, M. A. (2014). Learning is misunderstood in Make it stick (pp. 1-22). Cambridge, MA: Belknap.

Donovan, M.S, Bransford, J. D., & Pellegrino, J.W. (2002). Key findings in How people learn: Bridging research & practice  (pp. 10-24). Washington, DC: National Academy Press.

Edwards, S. (2013). Digital play in the early years: a contextual response to the problem of integrating technologies and play-based pedagogies in the early childhood curriculum.  European Early Childhood Education Research Journal, 21 (2), 199-212. doi:10.1080/1350293x.2013.789190

Explain Everything. (n.d.). [Web page]. Retrieved from https://explaineverything.com

Fullan, M. (2013). Pedagogy and change: Essence as easy. In Stratosphere (pp.17-32). Toronto, Ontario: Pearson

Gamestar Mechanic. (n.d.). [Web page]. Retrieved from https://gamestarmechanic.com/

30 Hands Learning. (n.d.). [Web page]. Retrieved from http://30hands.com/

Khan Academy. (n.d.). [Web page]. Retrieved from https://www.khanacademy.org/kids

McGlynn-Stewart, M., Brathwaite, L., Hobman, L., Maguire, N., & Mogyorodi, E. (2019). Open-Ended Apps in Kindergarten: Identity Exploration Through Digital Role-Play.  Language and Literacy, 20 (4), 40-54. doi:10.20360/langandlit29439

Muis, K. R., Ranellucci, J., Trevors, G., & Duffy, M. C. (2015). The effects of technology-mediated immediate feedback on kindergarten students’ attitudes, emotions, engagement and learning outcomes during literacy skills development.  Learning and Instruction ,  38, 1-13. doi:10.1016/j.learninstruc.2015.02.001

National Geographic. (n.d.). [Web page]. Retrieved from https://kids.nationalgeographic.com/

Ontario Ministry of Education. (2016). The kindergarten program . [Web page]. Retrieved from http://www.edu.gov.on.ca/eng/curriculum/elementary/kinderprogram.html

Palaiologou, I. (2016). Teachers’ dispositions towards the role of digital devices in play-based pedagogy in early childhood education.  Early Years ,  36 (3), 305-321. doi:10.1080/09575146.2016.1174816

Prensky, M. (2010). Partnering. Teaching digital natives. Partnering for real learning (pp. 9-29). Thousand Oaks, CA: Corwin Press.

Rintakorpi, K. (2016). Documenting with early childhood education teachers: pedagogical documentation as a tool for developing early childhood pedagogy and practises.  Early Years ,  36 (4), 399-412. doi:10.1080/09575146.2016.1145628

Seesaw Learning Inc. (2014, June 26). ‘Shadow Puppet Edu. [Software application]. Retrieved from https://apps.apple.com/us/app/shadow-puppet-edu/id888504640

Storypark. (n.d.). [Web page]. Retrieved from https://www.storypark.com/ca/

ThingLink. (n.d.). [Web page]. Retrieved from https://www.thinglink.com/

Technology and the Curriculum: Summer 2019 Copyright © 2019 by Karen MacDonald is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

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How to Teach Problem Solving in Kindergarten

Teaching kids to be independent thinkers is a huge part of education.  We want students to be able to solve their own “problems” without relying on adults for help.  While many kindergarteners aren't ready for complex problem solving, we can teach them how to address their own challenges on a smaller scale.  Keep reading for some tips on how to teach problem solving in kindergarten.

Tips for Teaching Problem Solving in Kindergarten

Learning how to problem solve is an advanced skill that people work on throughout their lives.  We definitely shouldn't expect children to be perfect in this skill!  However, your students can definitely start to understand that they can solve some of their small problems without adult intervention. Here are a few tips for how to teach problem solving in kindergarten.

1. Focus on Common Kindergarten Problems

When people think of solving problems in kindergarten, they often focus on conflict resolution between students.  However, in kindergarten, there can be a wide range of challenges that students experience during the day. For young students, this often means turning to an adult for help.

Procedural – Kindergartners are very routine-oriented.  When there is a small bump in the daily routines and procedures, the default is to ask the teacher what to do. These problems could include school supply issues or misplaced items.

Personal – Whether it’s untied shoes or complicated emotions, there are a variety of personal challenges that students experience throughout the school day.  These could include personal injury, self-care challenges, and emotional regulation difficulties.

Interpersonal – Kindergarten can be a challenging time for students who are learning to interact with their peers!  Students might experience problems related to turn-taking, making shared decisions, and working in groups. These are often the small problems that result in tattling.

2. Identify Your Preferred Solutions

Before teaching problem-solving skills to your students, take some time to identify the solutions that would be preferable in your classroom.  For example, when a child finds a lost school supply on the ground, would you prefer that they try to find the correct location for it, put it in your classroom Lost and Found bucket, or set it on your desk?

Since many of the challenges kindergartners experience can be procedural, it’s helpful to teach them appropriate solution options that fit within your classroom management system . For interpersonal problems, you might want to identify solutions that fit within your school’s conflict resolution procedures.

3. Teach the Steps of Problem Solving

Once you’ve identified the problems and solutions you’d like to discuss with your students, it’s time for the instruction!  Teach your students the three easy steps of solving a problem:

First, they need to stop what they are doing.  This helps them focus on the challenge they are facing.

Next, they need to think about the problem and possible solutions. Problems and solutions at school can often be different than those at home or other places.

Finally, they need to choose the best solution for their problem. They should consider how their solutions impact those around them.

These simple steps are easy for students to remember so they are more likely to use them!  It's a good idea to keep these reminders posted as visual support in the classroom so students can reference them throughout the school year.

4. Practice with Real-Life Scenarios

Now that you’ve introduced the steps to problem-solving, it’s time to practice using real-life examples and scenarios!  Introduce a common problem that your students might experience in the classroom, on the playground, or even in the lunchroom.  Discuss the problem so that all students can understand the challenge that needs to be addressed.  

Once your students can identify the problem that needs to be solved, you can discuss possible solutions.  It’s helpful for students to learn that there can be different ways to solve a problem.  Sometimes students are hesitant to address challenges without adult intervention because they want to know what the “right” thing is to do.

Finally, it’s time for the students to choose the best solution.  Students should think about how their solution will impact those around them and find the best option. You can discuss why this particular choice is the best option for the scenario.  

After discussing this real-life scenario together as a class, you can also encourage students to practice independently. Invite your students to complete an independent practice worksheet to show how they would solve the problem.  

5. Repeat and Remind

It’s an ongoing process to teach students how to be more independent thinkers and problem solvers.  This process of discussing real-life situations will be ongoing in your classroom.  Take opportunities to repeat your instruction whenever you can!  

Consider modeling for your students when there is a problem that you need to solve as a teacher.  This helps them see that you go through the same three steps of problem solving! If a challenge arises that involves the whole class, you might also decide to discuss this together.

If you created an anchor chart during your class discussion of scenarios, you can keep those on display in your classroom.  Problem solving posters can serve as a helpful reminder to your students when they find themselves in a challenging situation.

Problem Solving Printables for Kindergarten

Would you like to help your students become more independent in addressing their own challenges?  I have created a resource to make it easy to teach problem solving in kindergarten.  

These posters and worksheets will help your students practice problem solving with engaging and relevant scenarios.  Every classroom is different and each teacher sets specific classroom expectations. This resource is editable so that you can customize the problem solving scenarios to fit the needs of your classroom.  

Would you like to take a closer look at everything included in this resource?  You can find it in the Teaching Exceptional Kinders shop or on Teachers Pay Teachers .

Save These Kindergarten Problem-Solving Ideas

Would you like to come back to this post later?  Be sure to add this pin to your favorite teaching board on Pinterest.  You’ll be able to quickly find these tips and resources whenever you need them!

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Kindergarten Problem Solving Skills! (Freebies!)

07.16.2013 by Jessica Kings //

The “Problem of the Day” is probably one of my favorite routines for the classroom!  I ended up starting this routine as prep work for the story problems that are on the Kindergarten IOWA test… and my kids just love it!  It’s the perfect introduction to mental math for little Kinder minds!

I know a lot of teachers do math journals with their kids, which is somewhat similar.  I have thought about doing those, but unfortunately the IOWA Test doesn’t allow for students to use scrap paper to solve their math problems, so I use my problem of the day to focus on counting with our fingers.

(Obviously when I teach my addition and subtraction units, we do many more hands on activities, but this is a quick five minute review… or introduction!  I actually use the problem of the day with my class long before I teach my addition and subtraction units!)

Anyway… back to this quick routine!   (I promise, it takes way longer to explain than it actually takes to do!)

I pick a student to be in the problem, and replace the name in the story with their name.

Then, I have the students turn to their partner for a turn and talk (I have assigned partners in the classroom which change monthly.)  I tell the class this little poem:

(This helps avoid the students all saying “I don’t have a partner!” when someone is absent or on the computer.)  I tell them to be sure that both their knees are touching – this also helps to make sure that they’re looking at their partner and focused!

Then, I’ll pick a partner to go first (perhaps the partner with longer/shorter hair).  That student has to tell their partner the answer and explain their reasoning for it.  For example, “I know the answer is two because I started with five fingers up, then put three fingers back down.”

It really interesting to hear the kids reasoning behind their answer.  After giving them enough time to discuss, I count backwards from five so the students finish up their answer.

Next: it’s time to see who was listening!  I call on students to explain their partner’s answer to me!  This really improves their listening skills!  I then repeat visa-versa and have the other partner explain their answer.

The kids just love this routine… they really love hearing their names in the story and sharing their answers/explanations with their partner.  And the best part… it really improved their listening and math skills and it made a major difference in my IOWA Test scores!!

Here’s a quick preview of how cute the questions look… and they’re super easy to cut as well!

Print them, laminate, and cut the paper into fourths.   I keep my problems organized by hole punching the corner of each card and using a binder ring to hold them together.

Then, each day I just turn one page and read the next problem.

To see the bundle for the whole year, click on this picture:

To see each individual month, click the pictures below!  Scroll down to April to grab a free month!!!

Share this:

July 16, 2013 at 12:49 am

Looks great! [email protected]

July 16, 2013 at 1:57 am

This will be great for my JK students who aren't ready for math journals!

July 16, 2013 at 1:59 pm

OH so happy for these! I just added them to my cart! They look awesome! Thank you!!! Carolyn Kindergarten: Holding Hands and Sticking Together

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Problem Solving and Innovating

This frame encompasses children's learning and development with respect to:

exploring the world through natural curiosity, in ways that engage the mind, the senses, and the body;

making meaning of their world by asking questions, testing theories, solving problems, and engaging in creative and analytical thinking;

the innovative ways of thinking about and doing things that arise naturally with an active curiosity, and applying those ideas in relationships with others, with materials, and with the environment.

The learning encompassed by this frame supports collaborative problem solving and bringing innovative ideas to relationships with others.

In connection with this frame, it is important for educators to consider the importance of problem solving in all contexts – not only in the context of mathematics – so that children will develop the habit of applying creative, analytical, and critical thinking skills in all aspects of their lives.

What children learn in connection with all four frames lays the foundation for developing traits and attitudes they will need to become active, contributing, responsible citizens and healthy, engaged individuals who take responsibility for their own and others' well-being.

Kindergarten

• Problem Solving and Innovating

Problem Solving and Innovating Learning Activity

• Minds On: Introduces the learning concepts to be explored in the Learning Activity.
• Action: Offers a focused activity to explore the content and discover key concepts.
• Consolidation: Provides students with an opportunity to deepen understanding and reflect on learning.

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5 Skills Essential for Kindergarten - Problem Solving Skills

This is the second installment from our 5 Skills Essential for Kindergarten article. A few weeks ago, we talked about Following Directions , but now it’s time to talk about solving problems! Problem solving skills are ESSENTIAL no matter how old you are. Whether you are going into kindergarten or you’re a fortune 500 CEO, you need problem solving skills (in fact the fortune 500 CEO likely got that job because he/she is a good problem solver).

Problem solving skills allow you to overcome obstacles, find solutions to unfamiliar situations, and build your confidence as you enter new challenges. Below are 5 ways you can help your preschooler and future kindergartener build their problem solving skills.

Let Your Child Struggle a Little

I know how hard this can be. Rea is learning to dress herself and she is PAINFULLY slow and I just want to take her pj’s off and help her get dressed, but the only way she is going to learn is if I step back and let her dress herself.

Encourage Your Child to Try and Explore New Things

Allowing them to explore their surroundings will also improve their problem-solving skills. This will take some patience and practice on your part though. I often find myself starting to redirect Rea’s behaviors and then stop myself and think, “What is the harm in her exploring x?” If there is no harm, I try to allow her to continue whatever it is she is doing. (*This also leads to A LOT of lessons on cleaning up after ourselves, because more often than not her explorations create a big mess.)

Tinker Trays

Tinker trays do not have to be formulaic. In fact, I encourage you to go through your junk drawers and empty out anything you don’t want. Put all those materials out for your Lil’ and let them explore.

The Teaching Mama has some great ideas on themed tinker trays if you want to check them out.

Mini Movies

My personal favorite is Ormie the Pig

Strategies for Problems with Friends

I found this chart over at Therapy and Learning Services. It gives kids multiple ways to resolve a problem with their peers. This is a skill that is unbelievably important. Teaching your child to resolve or walk away from problems is a crucial skill for all walks of life, but as a elementary teacher I can assure you that I can do my job teaching your child a million times better if I am able to focus on teaching academics rather than resolving peer conflicts.

Check out the chart HERE .

Asking for help

Here’s the final skill: asking for help!

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• Framing Learning: Problem Solving & Innovation in Kindergarten

OTF Connects

Expired framing learning: problem solving & innovation in kindergarten.

The Ontario Kindergarten Program is viewed through the lens of Four Frames of Learning. In this session, participants will dig deep into one of these frames: Problem Solving & Innovation. What does the frame look like in our classrooms? How can we facilitate purposeful, inquiry-based learning to strengthen problem solving skills? How can we document, observe, and assess innovation as it appears naturally in children’s play? Through both an exploration of the front matter of the program and practical examples from the classroom, this session will provide participants with an opportunity to think carefully about the frame of Problem Solving and Innovation in Kindergarten.

Presenter: Joel Seaman

Audience:  Kindergarten

problem solving and innovating in kindergarten

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Kindergarten communication of learning

Read about what's included in a kindergarten communication of learning and how this report card can support your child's learning through ongoing communication with their educators.

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The purpose of the kindergarten communication of learning is to:

• foster your child’s learning and development
• support your child in becoming an independent learner

The communication of learning is like a report card for your kindergarten child.

Just like educators who teach students in Grades 1 to 12, kindergarten educators assess and evaluate children to offer feedback that is clear, meaningful and timely.

The kindergarten communication of learning offers:

• clear, meaningful information about your child’s key learning and growth in learning
• three formal opportunities to hear from your child’s educators throughout the school year
• a basis for supporting ongoing communication between home and school

Children do better at school when everyone is involved. Families, educators and caregivers who work as partners enjoy a meaningful relationship and share valuable communication that can support a child’s sense of trust, belonging, well-being and success as a learner.

Initial observations report

Schools send an initial observations report between late October and November.

This report has a summary of observations of your child’s learning since the start of the school year and provides early evidence of growth in their learning.

Educators makes these observations using the overall expectations set out in Ontario’s kindergarten program .

This first formal communication of learning of the school year can help educators and families develop a positive relationship as partners who share the goal of helping your child be successful. The report will also give you information about next steps to support your child’s learning at school and at home.

Communication of learning reports

Schools will send two additional communication of learning reports during the school year.

The communication of learning is organized by four areas that reflect how learning happens through children’s play and inquiry in kindergarten:

• belonging and contributing
• self-regulation and well-being
• demonstrating literacy and mathematics behaviours
• problem solving and innovating

In each of these sections educators add personalized comments about your child’s learning that are clear and easy to understand.

For Catholic schools, the report also includes a section for comments about “Religious and family life education”.

The comments:

• tell you about your child’s key learning and growth in learning
• provide specific examples to illustrate your child’s learning
• include next steps to support your child’s learning at school and home

Educators will indicate if the expectations for your child need to be modified by checking the ESL (English as a Second Language) box or the IEP (Individual Education Plan) box.

Terms used in kindergarten communication of learning

Your child’s communication of learning will include terms that have a specific meaning.

Learning means more than just knowing the facts. Children can demonstrate learning by communicating and applying what they have learned in different contexts. When educators evaluate growth in learning and record it on your child’s report they consider:

• the ways in which your child learns
• how your child is developing
• the direction your child’s learning is taking

Key learning

Key learning is the most significant learning for your child at the time each communication of learning is completed. Educators describe the most important and significant skills, interests or knowledge your child has demonstrated based on the overall expectations in Ontario’s kindergarten program .

Growth in learning

Growth in learning can refer to one or more of the following:

• movement to a more complex stage of development
• an increase in skills or scope of knowledge
• an increase in learning related to concepts such as belonging, contributing, self-regulation, well-being, math, literacy, problem solving and innovation

Next steps in learning

Educators compare their observations of how your child is learning with the kindergarten program expectations to determine appropriate learning goals for your child.

You can find next steps in each kindergarten communication of learning that you receive. There may be ongoing and less formal communication about your child’s next steps at other times during the school year.

Educators work with your child to set personalized learning goals and support your child’s progress in the classroom. You can also speak with your child’s educators about ways to encourage your child’s progress at home.

The role of educators

Communication with parents.

Ongoing, clear and meaningful communication between you, your child and the educator team footnote 1 [1] is vital to your child’s learning. Your child’s educators will contact you regularly throughout the school year.

In addition to written documents, you might get updates from:

• school or class blogs or websites
• photos of your child’s work
• discussions between you and your child’s educator, with or without your child
• your child’s portfolio (that their educator might share with you)
• informal communication such as phone calls, notes, letters or emails

The educators and the principal in your child’s school will be able to provide more information about what kinds of communication you can expect to receive.

Evaluation and observation

Educators observe your child working with other children, adults and materials. They see what your child creates, and how they work with materials such as paint, blocks, crayons and books to show what they are thinking and learning.

Educators have many conversations with your child to understand how your child is making sense of their experiences. They also observe how children problem solve, use social skills, and how they understand their own thoughts and feelings.

Educators use these conversations and observations to gather as much information as possible about your child’s learning. It is this information that educators use to evaluate your child’s key learning and growth in learning. This evaluation is reflected in the comments they write on the communication of learning report.

• footnote [1] Back to paragraph ^ an Early Childhood Educator is required in classes of 16 or more children