Problem solving
4
Developing Problem Solving at Key Stage 1
Some of the strategies that develop most rapidly when children first come to school are:
1. Children learn best when they are allowed scope for control over the product and process of designing and making. They like to use their own ideas, choice of tools and materials and individual designs. Their confidence can grow during Key Stage 1, from accepting tasks as given, in the reception class, to negotiating the most appropriate tools and materials, working space and partners, in Year 2, when they can even re-pose or change the assignment itself.
Teachers can:
- empower children by inviting them to express their likes and dislikes, and to change and improve ideas;
- be flexible about task boundaries and encourage creativity and imagination.
2. Identifying wants and needs Children have strategies for selecting resources from the range available. At first, these choices are very subjective, such as choosing their favourite colour, and they will want to use new and interesting resources regardless of their fitness for purpose.
Teachers can:
- provide opportunities to explore the sensory qualities of materials and the use of tools before they start to plan;
- discuss children's wants and needs as users, help them identify simple design criteria, and evaluate and use their products.
- 3. Tackling obstacles*
During problem solving young children are often the first to acknowledge difficulties and find ways of tackling them alone. Very young children sometimes ignore evaluative comments or offers of support from others, but as they become more experienced they begin to value, first physical help from peers, and then collaboration with a partner.
Teachers can:
- provide a role model by openly acknowledging their own mistakes and seeking advice;
- pair children with a 'critical friend';
- encourage peer evaluations.