Title: Use problem-solving skills to promote social emotional, intellectual, and physical intelligence.
Course: Early Childhood, Education, and Services II (19153-II) > Section: Promoting Physical, Cognitive, Social, and Emotional Development

Skills should include

- strategies associated with reasoning and problem-solving
- strategies for responding to child stressors (e.g., bullying, separation anxiety, home problems)
- strategies associated with reactions to stress (e.g., whining, crying, biting, soiling, thumbsucking)
- strategies associated with guidance skills (e.g., direct and indirect communication skills).

Process/Skill Questions:

Thinking

- Why does problem-solving allow children to improve social interaction and intellectual growth?
- How can an early childhood professional promote problem-solving skills with young children?
- What teaching techniques encourage the development of a positive self-concept in a child?
- How can early childhood professionals respond to child stressors such as bullying, separation anxiety, and home problems?
- How can an early childhood professional help children respond to reactions to stressors such as whining, crying, biting, soiling and thumbsucking?

Communication

- How can students, staff, and parents be encouraged to allow children to solve problems?
- What criteria can an early childhood professional use when selecting activities that will promote the concept of problem solving?
- How can an early childhood professional communicate with parents about children who are having a problem at school?

Leadership

- What is the expected outcome when teachers provide preschoolers with problem-solving techniques?
- What local, state, and federal guidelines relate to teaching children to solve problems?

Management

- How do teachers model problem-solving skills with young children?
- What types of activities can teachers provide that promote problem-solving skills?