The Nuffield Foundation

Problem solving

3

Supporting Emerging Strategies in Nursery and Pre-school

Very young children's strategies emerge through watching others, and tackling problems themselves, at home and in familiar situations. Giving children the opportunity to use their own strategies during design and technology activities, helps to value and enhance them. Young children use, to some extent, most of the previous list, but particularly the following.

1. Personalisation This is a very important strategy for young children. They ask questions or make a comment in order to relate the design & technology task to themselves, their personal world, and past experiences. This promotes feelings of security and confidence, and links everyday knowledge and school knowledge.

Teachers can encourage discussion that:
* helps bridge the gap between the technological environment of home and school;
* increases confidence in building technical vocabulary, skills and understanding.

2. Focusing on tools and materials When faced with a new design and technology problem, children will often take time out to investigate each resource in self structured play. They try out the materials and practice using the tools. They will sometimes put aside resources they particularly value to use later.

Teachers can:
* allow children 'time out' to choose, practice and think ahead;
* encourage them to value resources through saving and conserving skills.

3. Talking to self This is a very valuable problem solving strategy that is especially useful for the very young, but that we all use, particularly in times of stress. Young children often think aloud as they talk themselves through a problem. They use this strategy to reflect upon what they have done so far, alert themselves to what they are doing, and tell themselves what to do next. This strategy heightens children's self awareness and aids planning.

Teachers can:
* encourage self talk as children design, make and use creative role play areas, and construction equipment;
* model for their class, by talking themselves through a tricky problem.

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