![]() ![]() An experienced early childhood professional or parent knows we face these types of challenges every day. These are problem-solving situations that are well within the grasp of preschool children. Teaching healthy habits of mind can occur in other problem-solving situations that do not involve conflict as well, such as finding a way through a muddy playground with stepping in puddles or choosing the best way to stack blocks so they don’t fall. This adult is teaching how to persist, how to question and pose problems, and applying past knowledge to new situations. Throughout the entire conflict resolution process, the adult is prompting the children to think and express themselves with respect, thus using their intellectual skills to solve a problem. As the children work out a solution by talking, the adult maintains a watchful eye to ensure the process does not devolve into aggression and that both players are satisfied. The adult may help them with solutions at first, but if the process of conflict resolution is used regularly, children begin to supply their own solutions. Once the children feel calmer, they can start thinking about a solution to the conflict that is acceptable to both of them. ![]() The adult summarizes what the children are saying in a calm, non-judgmental manner so the children can begin viewing the situation in an intellectual rather than a totally-emotional, reactive manner.Īsking the children to talk about the problem of wanting the same toy rather than physically grabbing the toy helps the children think through the situation too. Young children have strong feelings and benefit from having adult support to label their feelings. When an adult approaches, the adult secures the sieve and talks to the children, asking them to describe what is happening and how they are feeling. They are both tugging at the sieve and shouting. For example, Kittie and Janet both want to use the sieve for sifting sand at the texture table. When children struggle over who gets to use a toy or demonstrate hostile aggression, we coach children through a specific process that calls upon children to use language and cognitive skills to solve a problem. Michigan State University Extension suggests educators and parents focus on children who are in the pre-operational stage of development, generally ages 2 to 7 years old.Īn example of how early childhood education professionals help children develop healthy habits of mind can be illustrated by examining the process of conflict resolution with young children. Not all of the concepts that Costa identifies are necessarily applicable to all young children. As with all interactions with children, we must consider the age or stage of development of the child with whom we are dealing. Early childhood educators and parents teach many of these concepts to young children. It is an approach to solving problems rather than a particular technique for solving problems. If we apply this concept to our knowledge of early childhood education best practices, we can think of healthy habits of mind as a way of thinking about problem-solving in general.
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