5 year old problem solving skills

Discovery Play with Littles

2:01 pm ·

15 Powerful Problem Solving Activities for Toddlers and Preschoolers

I looked over to her table and she’s crying. Again. While everyone else is happily working away, she sat there, unable to move, just crying. 

Not asking for help.

Not trying to solve her problem.

Just crying.

I took a deep breath before heading over. We’ve already been at this for several months…isn’t it about time the problem-solving has kicked in yet?

One glance and I could tell what her problem was. She didn’t have her pencil.

Know how I knew?

It laid on the floor beside her. In plain sight.

As a kindergarten teacher, I don’t jump right in and solve problems for kids. It’s good for them to try to solve the problem themselves. This is something she struggled with. 

I reminded myself of the need for patience and empathy as I walked up to her. “What’s wrong, Amanda?” 

“I…can’t…find…my…pencil….” she sputtered out between sobs. 

“Ok, that’s a problem we can solve. What have you tried?” 

“I don’t know.” 

After a long time trying to first, calm her down, and second, come up with some strategies she could try, she finally found her pencil. At that point, everyone else had finished the project. 

What is Problem Solving?

Problem-solving is the process of finding a solution to your problem . This can be quite tricky for some young children, especially those with little experience in finding more than one way to solve a problem.

Why is Problem Solving Important? 

Problem-solving skills are used throughout childhood into adulthood. As adults, we solve problems on a daily basis. Some problems we solve without thinking much- I wanted to make tacos for dinner but forgot to buy the ground beef. What are we going to have for dinner now?

Other problems are significantly more complicated. 

Problems for kiddos can be problems with friendships, the inability to find something that’s needed, or even what to do when things don’t go your way. 

Kids who lack problem-solving skills struggle to maintain friendships or even begin to attempt to solve their own problems. 

Children who lack problem-solving skills are at a higher risk for depression as well.

What Are Problem-Solving Skills?

Problem-solving skills are:

• Breaking Down a Problem into Smaller Parts
• Communication
• Decision-making
• Logical Reasoning
• Perseverance

That’s a big list to teach toddlers and preschoolers. Where do you begin?

The Problem-Solving Steps

Sometimes kids are so overwhelmed with frustration that it affects their ability to solve problems.

Kids feel safe in routines, and routines help them learn and grow. After a few times of repeating this routine, you’ll find your kiddo starts to do this on their own. 

It’s important not to skip straight to solving the problem , because your kiddo needs to be in a calm state of mind to solve the problem, and also they need to know their feelings are valid. 

• The first thing to do when your kiddo is struggling with problem-solving is to validate their emotions.

In doing this, they will feel more understood and learn that their emotions are okay. There are no bad feelings, and we must learn how to manage our emotions. 

This might sound something like “Oh, I can see you are really frustrated that the block won’t fit on there right. Let’s take some deep breaths to help us calm down before we think about what to do next.”

• Next, work through your calm-down process . This may be taking some deep breaths together, hugging a stuffie, or giving your kiddo some quiet time to calm down their heart and mind.
• Identify the problem . This sounds like something you may have already done (before the meltdown) but it’s important to be very clear on the problem you’re solving. Have the child tell you their problem out loud.
• Move on to solution-finding . When your kiddo is ready, talk about what the problem is and three possible solutions. When possible, let your kiddo do all of the talking. This allows him to practice his problem-solving skills. It’s important to remind him that the first thing he tries may not work, and that’s ok. There’s always another way to solve the problem. If he’s prepared for this, solutions that don’t work won’t be such a frustrating experience. 
• After you’ve done that, test your solutions one by one. See what works. If you haven’t found a solution yet, go back and think of different ways you might be able to solve your problem and try again.

Are you tired of hearing “It’s TOO HARD!” followed by a meltdown?

Using this one simple phrase you’ll get in this powerful lesson, you’ll not only be able to help your kiddo not give up but you’ll:

>Activate their superpower of perseverance so that they can turn around a meltdown and keep trying

>Inspire them to use perseverance …even when it’s hard

>Teach them to recognize the warning signs of giving up , and how to turn it around by taking control of their choices.

Grab your powerful FREE video lesson to teach your kiddo one of the most powerful keys to perseverance.

Powerful Activities that Teach Problem-Solving Skills to Toddlers & Preschoolers

These activities below may look simple, but don’t let that deter you from trying them. A lot happens in little developing brains and these powerful activities help toddlers and preschoolers make connections and develop {many} essential skills-more than just problem-solving.

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Puzzles are fun and a great way to encourage cognitive development in children. They are great for spacial reasoning and strengthening problem-solving skills. They also develop memory skills, critical thinking, and the ability to plan and execute the plan. Toddlers will enjoy the simple puzzles, and preschoolers will do great with floor puzzles with larger puzzle pieces.

Doing Simple Chores

Doing simple chores is a great way to teach children problem-solving skills, and it strengthens responsibility and perseverance as well. 

During the toddler years , you may start with just picking up their toys, or helping you put their dirty clothes in the hamper. 

Preschoolers can take their dirty dishes to the sink (or load them in the dishwasher), collect the trash, dust, wipe baseboards, and do their own personal care items like making their bed, taking care of their dirty clothes, and putting clean clothes away.

Stacking Rings

When watching a toddler play with stacking rings it doesn’t look like much is happening, but playing with these toys is full of ways to encourage development. It helps with visual and spacial perception and planning ahead, but it also with balance control, crossing the midline, creative play, and gross motor skills. Not to mention it’s a great opportunity to practice problem-solving. 

Playing Hide-and-Seek

Hide and seek has many surprising benefits for kids. Playing hide and seek is like a treasure hunt that helps develop gross motor skills and encourages physical development, as well as problem-solving skills. It also helps young children develop visual tracking, working memory, and social-emotional skills.

Imaginative Play

Imaginative play (also called role-play) builds important skills. Through pretending to be in different situations, kids develop social skills, emotional skills, better communication, and problem-solving skills. Imaginative play is a great idea for young toddlers all the way to older children.

Free Play 

Many young children don’t have {enough} time for free play. Free play is important for healthy brain development , not only developing imagination, cooperation, physical skills, and independence but also providing a great opportunity to strengthen problem-solving skills. 

Playing with Wooden Blocks

Building blocks are a fun way for children to develop creative thinking, imagination, problem-solving, fine motor skills, and if working with others, cooperation, communication, and friendship.

Playing Memory

Memory games improve attention, focus, visual recognition, and concentration. It helps children recognize details and of course, strengthens problem-solving skills. 

Ask Questions

When I see my son struggling with something, my first instinct is to give him choices or at least lead him in the right direction. The better thing to do is to ask very open-ended questions that lead his process, not his thoughts.

Questions like “What’s one way to solve your problem?” are much more effective in teaching problem-solving skills than “Well, where did you last see your stuffy?” 

Read Books and Social Stories

Reading books is one of my favorite ways to teach any skill. It’s extremely effective at teaching, and it’s also an amazing bonding time with kids.

When we read stories, our brain reacts as if we’re living in the story. This is why reading books about skills such as problem-solving is so effective. 

Kids of all ages learn from the people they love . (Yes, even those older kids who you don’t think are paying attention.) Often as adults, we’re too busy going through our daily routine to think about talking about the way we solved the problem at work that day.

Talking about how you use skills such as problem-solving, perseverance, and integrity is a great way to set an example, and an expectation that this is how we do things, and it will provide encouragement for your kiddo to do the same.

Scavenger Hunts

Scavenger hunts are a great group activity that can strengthen your child’s logical thinking and problem-solving skills.

When Your Kiddo is Ready, Add These Activities

Preschoolers would benefit from all of the fun activities on the list above and when they’re ready, feel free to add in the following activities.   

Mazes are great for problem-solving and perseverance, but your kiddo will need to have decent fine motor skills to do these activities. Mazes are one of our favorite activities. We love to take our activity book of mazes in the car with us for road trips. 

Board Games  

Board games are a good way to strengthen problem-solving, teamwork, planning skills, patience, sportsmanship, and communication skills. They also strengthen family relationships by providing some intentional time of connection .

Any board game can also be turned into an academic game with just a deck of cards for whatever skill you’re working on. If you’re working on the alphabet, put one letter on each card. Before each player’s turn, they draw a letter card and say the letter’s name. (You may accidentally forget the name of a letter every now and then to see if your kiddo is really paying attention!) 

Allow Opportunities for Hands-On Investigations

Kids are tactile. They love to touch and explore things with their hands. This is a good activity for toddlers also, as long as they are out of the putting everything in their mouth stage. Hands-on exploration is great for language development, sensory exploration, and problem-solving.

Allowing kids to investigate with their hands allows them to see how the world works up close. It also gives them time and space to try to make things work…and problem-solve when it doesn’t go as they think it should.

The Most Difficult Way (and Most Important Way) To Strengthen Problem-Solving Skills

Watching our kids struggle is hard ! We don’t want to see them having a hard time…and most of the time we don’t want to deal with the impending meltdown. Standing back and giving our kids time and space to work through even simple problems is hard to do. It’s also the most important way to strengthen problem-solving skills. 

As parents, we’re like frogs in boiling water. When our kids are infants, they need us to recognize their needs and solve them immediately. As they get older, they can point to what they want, but we still have a lot of interpreting and problem-solving to do on our own. If we aren’t careful, we stay in this stage and don’t teach our kiddos the steps to problem-solving for themselves. 

The next most difficult thing? Allowing natural consequences to happen. (As long as your child is safe of course.) If your child saves their money for a long time to buy a new toy, but walks down the toy aisle and picks up something you know they’ll be disappointed with, let it happen. It will teach a valuable lesson that will last for years to come.

Another Essential Part of Problem-Solving

Perseverance is a big part of problem-solving. We are rarely able to solve problems the first time, and it’s essential that kids can find more than one solution to a problem. Studies have found that perseverance is actually the biggest predictor of success, even more than aptitude or raw talent. 

An entire module is dedicated to perseverance in our course for kids, Super Kid Adventures . Your kiddo will get 25 teacher-led lessons on character traits (perseverance, empathy, friendship, responsibility, and wellness) and activities that take their learning further. 

Want a free preview? Grab a FREE Perseverance video lesson that teaches your kiddo one of the most important secrets that help them use perseverance.

Want More? 

If you like this, you’ll love: 

The Ultimate List of Books that Teach Perseverance

7 Simple Ways to Encourage Independence in Young Children

How to Help Your Child Develop Self-Help Skills

Your Turn 

What are your favorite ways to teach problem-solving skills?

About Elizabeth

Elizabeth is a mama of two boys, a former teacher, and the founder of Discovery Play with Littles. Her mission is to make raising kids with character simple and fun. Join us for our best learning through play ideas, character growth activities, and family connection ideas so you can watch your child thrive.

Reader Interactions

As a SLP trying to guide parents as I work with their child. I would like to know what toys to recommend to my parents as I assist in guiding their child’s development in cognition and expressive language.

Perseverance is the biggest predictor of success, even more than raw talent or aptitude.

Grab a FREE lesson to teach your kiddo one of the keys to perseverance...which is how we talk to our brains.

They'll learn what to say when they encounter something difficult, and why it's so important.

PLAY is often talked about as if it were a relief from serious learning. But for children play is serious learning. Play is really the work of childhood. -Mr. Rogers

17 Fun Problem Solving Activities for Kids

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As a child, I would spend hours putting together puzzles… whether it was 3-D puzzles or figuring out a crossword. I also loved it when teachers would give the class an open-ended question and we had to work in groups to figure out the answer in our own way.

Even something as simple as playing checkers with my brothers gave me the chance to use strategy as a way to win the game. I honestly believe that it’s so important for kids to solve problems at a young age, as it helps them think critically and outside the box.

Table of Contents

So, Why Is It Important To Teach Kids Problem Solving?

I think these kinds of activities are so important for kids to do because it helps them learn how to think analytically and solve problems on their own. It's a great way to get kids to use their imaginations and be creative.

Rote memorization simply does not have the same effect. This type of learning is great for learning facts like historical dates, but it’s not going to help kids figure out how events in history happened and the results.

We take these problem-solving skills into college, the workforce, and travel . My ability to problem solve since childhood has certainly got me through many sticky situations while in a new city or country.

Additionally, problem-solving helps children learn how to find creative solutions to challenges they may face both in and out of the classroom . These activities can also be fun and used in cohesion with school or playtime.

17 Fun Problem-Solving Activities for Kids

1. marble mazes.

This activity was selected because it requires them to think spatially. Spatial learning will benefit kids when they start driving, riding a bike, playing sports,etc.

To do this activity in its simplest form, you will need a piece of paper, a pencil, and some marbles. First, draw a maze on a piece of paper using a pencil.

Make sure to create a start and finish point. Then, place the marbles at the start of the maze. The goal is to get the marbles from the start to the finish by tilting the paper and using gravity to guide the marbles through the maze.

Another example of a marble maze can involve using toilet paper rolls taped together to create a three-dimensional maze. The larger the maze, the harder you can make it.

Check Price on Amazon!

If you are not into the DIY method, you can always buy a toy maze on Amazon. A good 48 piece puzzle is the Melissa & Doug Underwater Ocean Floor puzzle.

2. The Tower Challenge

Building a tower gives kids the chance to think about gravity, structure, and balance.

To do this activity, you will need some building materials like legos, blocks, or even toilet paper rolls. The challenge is to see how high they can stack the materials without the tower toppling over.

This can be done individually or in teams. An activity like this is good for younger kids and is the building block to learning about harder topics like engineering.

3. The Egg Drop Challenge

The egg drop challenge helps kids learn how to engineer a solution that prevents something from breaking. It requires them to think critically about which materials will best protect something fragile like an egg when dropped from a height.

To do this activity, you will need some eggs and various materials such as straws, cotton balls, bubble wrap, etc. The goal is to construct a device that will protect an egg from breaking upon impact.

This can be done individually or in teams . Teams can even have a competition for the best egg drop device.

As children begin handling, shopping for, and cooking their own food, activities like this will help them understand how to handle breakable items like bottles, eggs, delicate fruit,.etc. Ideally, this is best for age groups 8 and up.

4. The Penny Drop Challenge

This activity was selected because it requires kids to think about physics and how different materials affect sound.

To do this activity, you will need a penny ( or another coin), a cup, and various materials such as paper towels, cotton balls, etc.

The goal is to drop the penny into the cup without making any noise. Begin by placing different materials into the cup and then drop the penny into it. The children should also drop the penny from different heights into the same material to see if/how the impact from a higher drop affects sound.

Group kids into teams or let them try it on their own.

Kids should make note of what type of sounds are made when the penny hits different materials. This is a great activity for kids who are interested in science and physics.

5. The Balloon Race Challenge

This activity was selected because it helps kids learn about aerodynamics and Bernoulli’s principle . It also requires them to think creatively about how to design a balloon-powered vehicle.

To do this activity, you will need balloons, straws, masking tape, and markers. The goal is to design a balloon-powered vehicle that can travel a distance of at least 10 feet. Kids can begin this activity by sketching out their designs on paper.

After they have a basic design, they can begin building their vehicle from various materials. Then kids can explain why they think the balloon traveled or did not travel as far as it did.

6. The Marshmallow Challenge

Marshmallows are not only delicious, but they are also soft and malleable. So kids can have fun using it for some construction projects.

This activity was selected because it requires kids to think creatively about how to build a structure using limited materials. It also helps them learn about engineering and work as a team.

To do this activity, you will need marshmallows and spaghetti noodles. The goal is to build the tallest free-standing structure possible using only marshmallows and spaghetti noodles. If you don't have spaghetti noodles, use something similar like pretzel sticks.

You may even want to establish certain rules like each team can only use a certain number of marshmallows or noodles. A time limit can also make it more fun and challenging.

For more fun activities, check out our post on problem solving exercises for team building .

7. The Balloon Pop Challenge

If you remember your childhood, you probably remember popping balloons for fun at times. But this activity is different because it requires kids to use strategy and critical thinking.

This activity was selected because it helps kids learn about patterns and problem-solving. It is also a lot of fun for kids who like popping balloons. The goal is to create a device that will allow them to pop a balloon without using their hands.

To do this activity, you will need balloons and various materials such as straws, string, paper clips, etc.

8. Picture Pieces Puzzle Game

As mentioned earlier, puzzles are a great pastime – especially in childhood. Kids must think critically about how to put the pieces together to create a certain picture. It also helps them learn about shapes, colors, and other concepts.

You can take a medium to large picture and cut it into pieces. If you have younger kids, you may want to make the pieces larger. However, if you have kids closer to the 8-11 age range, you should be able to provide a challenge and make the pieces smaller.

9. Copy the Block Model

For this challenge, you can build a model out of blocks for the kids to copy. Put kids into groups and make sure each group has the same number of blocks you used for your model.

Make your model block as simple or complex as needed for your child's age group.

Set a time limit and make sure each group starts at the same time.

10. Team Scavenger Hunt

A scavenger hunt is great for kids because they have to search for items and use investigative skills. It is also a lot of fun and can be done both indoors and outdoors .

To do this activity, you will need to create a list of items for the kids to find. The items can be anything from common household items to things you would find outside.

These types of activities can also revolve around a theme like a holiday, movie, or book. For example, if the kids are fans of “Harry Potter” you can make a list of items to find that are related to the movie.

11. Obstacle Course

This activity requires kids to think creatively about how to get from one point to another while maneuvering around obstacles. If you have outdoor space, this can be done with common objects such as hula hoops, cones, etc.

If you don't have access to an outdoor space, you can use common household items to create an indoor obstacle course. For example, you can use chairs, blankets, pillows, etc.

Begin by setting up the course and then timing each child as they complete it. You can also have them race against each other to make it more fun.

Obstacle courses are also great because kids get to be physically active while they are thinking critically.

12. Reading Storybooks

There are many great benefits for kids that read storybooks.  One of the excellent benefits is the ability to problem-solve.  When they read the stories in the books, they see scenarios that cause them to be attached to the various characters they read about. 

So, when they encounter a real-life problem, it is often productive to ask a child how their favorite character would solve that problem.  Your kids can also be encouraged to come up with various options and possible outcomes for some of the situations they may encounter. 

This not only helps kids solve various problems but become more independent as well. 

13. Ask Them Open-Ended Questions

A good way to improve a child's ability to think critically and creatively and improve their ability to solve problems is by asking open-ended questions.  It also helps them to develop healthy personalities .

There are no right or wrong answers to these questions.  In addition, the solution requires more than a simple “yes” or “no” answer.  Furthermore, it allows kids to put some extra thought into their responses. 

Here are some examples of open-ended questions you may want to ask. 

• What did this experience teach you?
• Was this easy?  What was easy about it?
• What this difficult?  What is complicated about it?
• What may happen next in this situation?
• How did you come to this solution?
• What, if anything, would you do differently next time?
• What can we do to make things more fun next time?

14. Build Various Structures with Toys

Whether wooden blocks, LEGO blocks, or engineering blocks… giving your kid blocks to build whatever their minds can dream up is fun.  In addition, it requires them to think about how they will make a structure, put the pieces together, and creatively ensure the building's function and design. 

You may also want to challenge them to build something more complicated and watch them use their brain power to make it happen. 

15. Acting Out Skits

Impromptu activities like acting out skits help kids identify problems, develop solutions, and execute them.  This process works with multiple kids being divided into teams. 

First, you will want to write down different situations, such as resolving a disagreement between siblings or dealing with bullying on the playground on a piece of paper.  Second, you will fold the paper and place it in a hat or bowl.  

Third, each team will pick a scenario out of the hat.  Finally, you can give the kids a few minutes to discuss their solution and act out. 

16. Solving Moral Dilemmas   

In this simple game, you will help your kids solve simple dilemmas they may find themselves in.  You could write down a situation your child may find themselves in and help them learn the moral way to solve the problem.   

For instance, “The cashier gave them an additional $5 change back on my purchase.  What should they do?”  Another scenario could be, “I saw my friend cheating on a test.  Should I tell on them or let it go?”  A third one could be, “I caught my friends stealing some gum from the store.  What should I do?” 

After writing down the dilemmas and placing them in a bowl, get each child to select one and read it aloud.  Finally, you will help them devise morally correct solutions to the moral dilemma. 

17. Animal Pairing Game  

This is a fun and creative game to help your kids with focus, critical thinking, and team building skills .  In addition, this activity requires an even number of players to participate (4, 6, 8, etc.) 

Before starting the game, you will want to write the names of different animals twice, each on a separate slip of paper.  Then pass out the slips of paper to each individual or team member, instructing them not to share with anyone the name of the animal they received. 

Then the children will perform activities the animals might do without talking or making sounds.  Some of these activities might include:

• The way the animal cleans or grooms itself
• The way the animal sleeps
• The way the animal fights
• The way the animal eats or drinks
• The way the animal walks or runs

The goal is for each child to successfully pair up with the other child who has selected the same animal.

How Problem Solving in Childhood Helps in Adulthood

Children are not born with problem-solving skills. It is something that needs to be learned and developed over time .

From babies who learn how to communicate their needs to toddlers who figure out how to get what they want, to children who are starting to understand the consequences of their actions – problem-solving is a process that begins in childhood and continues into adulthood.

Some of the benefits of teaching problem-solving skills to children include:

• Improved critical thinking skills
• Better decision-making skills
• Enhanced creativity
• Improved communication and collaboration skills
• Increased confidence

There are many ways to teach problem-solving skills to children. The activities mentioned above are just a few examples. It is important to find activities that are appropriate for the age and abilities of the child.

With practice, children will develop these skills and be better prepared to face challenges in both childhood and adulthood.

Final Thoughts About Fun Problem Solving Activities For Kids

These are just a few ideas to get you started on teaching your child crucial problem solving skills. Perhaps they’ve inspired to come with some of your own, or seek out others? The important thing is to make sure the activity is age-appropriate and challenging enough to engage the kids.

Problem-solving skills are important for kids to learn because they can be applied to various situations in life. These skills also promote critical thinking, which is an important life skill.

There are many other problem-solving activities for kids out there. In time, you’ll find the ones that work best for your child.  And be sure not to forget about your own needs and self-improvement, both of which will make you a better parent and mentor. Here are some useful activities for adults to get your started.

Finally, if you want to level up your parenting skills, then check out this resource that will show you how to get your kids to listen WITHOUT yelling, nagging, or losing control .

A Blog About Parenting: Coping Skills, Behavior Management and Special Needs

25 Fun Problem Solving Activities for Kids

Problem-solving activities for kids : Explore 24 fun problem-solving games and activities, and learn effective tips and strategies to teach kids problem-solving skills. If you want to explore problem-solving strategies more in-depth, you can also grab our workbook “ Problem-Solving for Kids ” (printable resource).

Problem-solving is the cognitive process of finding solutions to challenges or complex situations.

A systematic approach to problem-solving tends to include defining the problem, gathering information and data, generating potential solutions, evaluating the pros and cons of each solution, making a decision, and implementing the chosen solution.

Effective problem-solving often requires critical thinking, a good dose of creativity, and the ability to consider multiple perspectives. It may also involve identifying patterns, breaking down a problem into manageable chunks, and applying our logic to develop solutions.

Problem-solving is present in everyday situations and across all fields: business, science, personal life, and education. There is not one single aspect in our lives where we don’t need to apply our problem-solving skills.

Table of Contents

• Problem-solving steps
• Development of problem-solving in childhood
• Benefits of developing problem-solving skills
• 10 Tips to teach kids problem-solving skills
• 10 Examples of problem-solving strategies
• 25 Problem-solving activities and games for kids

Problem-Solving Steps

Some key components of problem-solving include:

• Identifying the problem Recognizing and defining the issue or challenge that needs to be addressed.
• Analyzing the problem Investigating and understanding the underlying causes, factors, and relationships related to the problem.
• Generating solutions Generating potential solutions or strategies to address the problem.
• Evaluating all possible solutions (Pros and Cons Analysis) Assessing the feasibility, effectiveness, and potential consequences of each solution. Considering the positive and negative aspects of each solution.
• Decision-making Selecting the best solution based on our analysis and judgment.
• Implementing the best solution Actioning our chosen solution
• Monitoring progress and results
• Reflecting on the outcomes Reviewing and evaluating the outcomes of the implemented solution, learning from the experience, and making adjustments if necessary.

Development of Problem-Solving Skills in Childhood

Children begin to develop problem-solving skills from a very early age, and these skills continue to develop and refine throughout childhood and adolescence.

Babies soon learn about action and reaction. And, as early as eight months, they begin to acquire an understanding of cause and effect (they shake a rattle, it makes a sound; they push a toy, it falls)

Between 13 and 24 months, they start solving simple problems through trial and error and engage in symbolic play using their imagination.

As children progress into middle childhood (ages 7-11), they develop more advanced problem-solving skills. They become capable of understanding multiple perspectives and can consider multiple factors when solving problems. They start using logic and reasoning to solve increasingly complex problems.

During adolescence (ages 12 and up), problem-solving skills continue to develop. Teenagers can generate and test hypotheses and use deductive and inductive reasoning to arrive at solutions.

Each child will develop their problem-solving skills at their own pace. Some children may show advanced problem-solving abilities at an earlier age. Others may require more time and experience to develop these skills fully.

Benefits of Developing Problem-Solving Skills in Children

Problem-solving skills in children are crucial for children’s cognitive, social, and emotional development. It equips them to approach challenges, think critically, make informed decisions, and find creative solutions. 

The benefits of good problem-solving skills in children include:

• Positive impact on self-esteem and confidence Identifying, analyzing, and solving their problems contributes to our kids’ sense of competence .
• Fosters Independence and Autonomy When our kids are able to problem-solve on their own, they take one more step toward independence
• Academic Success Problem-solving skills contribute to academic achievement, as they help students analyze and solve complex problems across various subjects.
• Cognitive Development Problem-solving fosters cognitive skills such as logical reasoning, analytical thinking, and abstract reasoning.
• Critical Thinking Problem-solving enhances critical thinking abilities, enabling children to evaluate information, identify biases, and make informed judgments.
• Creativity Problem-solving promotes creativity by encouraging children to think outside the box, generate innovative ideas, and explore multiple solutions.
• Emotional Resilience Problem-solving skills enhance emotional resilience by enabling children to manage and cope with challenges effectively, reducing stress and promoting well-being.
• Improved Social Interactions/Relationships Problem-solving abilities contribute to better social interactions, conflict resolution , and peer collaboration, promoting healthy relationships.
• Future career success Problem-solving skills are highly valued in the workplace and can positively influence future career success.

10+ Helpful Tips to Teach Kids Problem-Solving Skills

Teaching problem-solving skills to kids is an important part of their cognitive development. It helps them develop critical thinking, creativity, and resilience.

But how can we help our kids and students to develop this essential skill?

We can help our kids and students develop and improve their problem-solving skills in many ways.  These are some helpful tips that you could consider:

• Model problem-solving behavior When you see yourself in a problem-solving situation, verbalize your thought process: “I wonder how I should address this issue. I guess my alternatives could be… They all have positives and negatives….”
• Let them participate in the problem-solving situation “Could you help me solve this puzzle?”
• Provide real-life problem-solving situations Real-life scenarios make problem-solving more meaningful for kids. For example, discuss how to resolve a conflict with a sibling or how to make the morning routine smoother.
• Teach them how to break down problems Show them how to break down complex problems into manageable sub-problems.
• Practice brainstorming Create brainstorming situations where all the family (or the classroom) can contribute to solving a problem
• Teach the value of perseverance Sometimes, we must stick to a situation and persevere before finding a solution. Encourage kids to persevere through challenges and setbacks, emphasizing that mistakes and failures are opportunities for learning.
• Encourage critical thinking Encourage kids to analyze situations, consider different perspectives, and evaluate possible outcomes.
• How could we make your school lunch healthier but still yummy?
• How could we reuse/recycle all this paper?
• What could we do to help you remember all the steps in your night routine?
• Encourage reflection When they can find a solution for a problem, don’t jump to solve it for them. Encourage them to reflect on the problem and find and evaluate alternatives. And after a problem is solved, think about the whole process and the learnings. “How did this work?” “What did you learn” “Do you need to change anything?”
• Foster creativity Provide them with opportunities for imaginative play, creative projects, and brainstorming sessions.
• Teach the value of teamwork Teach kids the importance of working together to solve problems. Engage them in group activities or projects that require teamwork and collaboration. This helps kids learn the value of different perspectives and work together towards an objective while they practice their communication skills.
• Teach decision-making skills Teach kids how to approach problems systematically by going through the steps we have mentioned in our first section.
• Encourage both structured and free play. Structured play can help you create good problem-solving situations, while free play will foster creativity.

Developing problem-solving skills is an ongoing process that will also continue in adulthood. Provide your kids with guidance and support, and celebrate their efforts and achievements along the way.

10 Examples of Problem-Solving Strategies

There are different strategies that can help us solve a wide range of problems. Here are some commonly recognized problem-solving strategies:

1 . Trial and Error : This is the first problem strategy that we ever learn. We start using trial and error strategies in infancy, and it continues serving its purpose in many situations. This strategy involves trying different solutions or approaches and learning from the errors or failures until a successful solution is found.

2. Algorithm: An algorithm is a step-by-step procedure or a set of rules that guarantees a solution to a specific problem. It is a systematic approach to problem-solving that follows a predetermined set of instructions.

3. Heuristics: Heuristics are mental shortcuts or rules of thumb that help simplify problem-solving by providing quick and efficient strategies. While heuristics can be effective in many situations, they may also lead to biases and errors.

4. Divide and Conquer: This strategy involves breaking down a complex problem into smaller, more manageable chunks or steps that make the overall problem easier to tackle.

5. Working Backwards: This strategy involves starting from the desired outcome and working backward to determine the steps or actions needed to reach that outcome. We often use this problem-solving strategy when we set goals.

6. Analogical Reasoning: Analogical reasoning involves drawing parallels between the current problem and a similar problem that has been solved in the past. By applying the solution from the previous problem to the current one, individuals can find a solution more efficiently.

7. Brainstorming: Brainstorming gets lots of brains working on the same problem. It is a great collaborative problem-solving strategy that can bring different perspectives and experiences to the table and may result in lots of creative ideas and solutions. 

8. Decision Matrix: A decision matrix is a systematic approach to evaluating and comparing different options or solutions. It involves creating a matrix that lists alternatives and the criteria for evaluation. It assigns weights or scores to each criterion to come up with the optimal alternative.

9. Root Cause Analysis: Sometimes, we need to understand what is causing a problem before we can attempt to solve it, as different causes may require different approaches (for example, when you are sick, your doctor may need to understand what is causing the problem before prescribing a medicine)

10. Simulation and Modeling: Simulation involves creating a simplified representation or model of a problem situation to gain insights and test different scenarios.

Our choice of strategy will depend on the problem, available resources, and our own personal preferences and circumstances. We may also need to combine strategies or apply different ones to different aspects of a complex problem.

(Disclosure: We are a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for us to earn fees by linking to Amazon.com and affiliated sites. You can also read our Disclosure & Disclaimer policy  here )

Best Problem-Solving Activities for Kids

Play-based activities are centered around play and are designed to engage children in active learning and exploration. And fun problem-solving activities are a great way to develop children’s critical thinking, creativity, and decision-making skills.

In this section, we will review some problem-solving games and activities that will engage your kids’ critical-thinking skills and creativity.

1. Puzzle Games Puzzles are a fun activity for children of all ages. Young children will enjoy simple puzzles, while older children (and adults!) can have fun with more complex ones. Encourage them to use logical thinking and problem-solving strategies to complete the puzzles.

2. Crosswords A crossword is another fun type of puzzle and a good source of mental stimulation.

3. Sudoku Sudoku is a popular logic-based puzzle that involves filling a grid with numbers.

It can be extremely easy or very challenging, adaptable even for young learners.

Let’s go now for a couple of building challenges!

4. Build the Tallest Tower Give the child a set of materials (Legos, building blocks, wooden blocks, or other construction materials) and ask them to build the tallest tower they can. This simple game will encourage them to problem-solve as they build and figure out how to make the tower stable.

5. Build Towers with Different Materials Ask your child to build three different towers with different materials. Then assess how stable they are and how much weight they can hold. Analyze the pros and cons of using each type of material.

6. Treasure Hunt Set up a treasure hunt with clues leading to hidden objects or rewards. Children will have to follow the clues and solve puzzles to find the ultimate prize. This activity encourages problem-solving, critical thinking, and teamwork.

7. Scavenger Hunt Playing Scavenger Hunt can be a fun way for our kids to put their creative problem-solving skills to good use. Provide them with clues and puzzles that they must solve in order to find the next clue.

8. Mystery Bag Fill a bag with random objects and ask children to come up with creative uses for each item. Encourage them to think outside the box and find innovative solutions.

9. Memory Game While memory games primarily focus on memory retention and recall, they can indirectly contribute to problem-solving skills by developing cognitive abilities such as attention, information processing, and adjusting their strategies.

10. Role-Playing Scenarios Create role-playing scenarios where children have to solve a problem or make decisions. For example, pretend to be stranded on a desert island and ask them to decide what items they will take and how they will survive.

11. Role-Play Social Situations Work in developing social skills with social problem-solving situations.

12. Brainstorming Sessions Choose a topic or problem and hold brainstorming sessions where children can generate as many ideas as possible. Encourage them not to limit themselves (even if alternatives feel unfeasible!)

13. Team Building Activities and Games Engage children in team-building games like building a balloon tower. Each team member will need to collaborate, communicate, and problem-solve together to complete the project.

14. Escape Rooms An escape room is a super fun team problem-solving activity.

In an escape room, participants are locked inside a themed room and must work together to solve puzzles, find clues, and accomplish tasks within a given time limit in order to “escape” from the room.

15. Science Experiments Conduct simple science experiments that involve problem-solving. For example, in the classic “sink or float” experiment, children predict and test which objects will sink or float in water.

Problem-Solving Board Games

There are many board games that will test our kids problems solving activities. These are just a few examples:

16. Cluedo Players must solve a murder mystery by deducing the murderer, the weapon used, and the location of the crime. Players collect and examine clues to eliminate possibilities and make logical deductions.

17. Codenames Another classic game where players are split into two teams and must guess words based on clues from their teammates.

There are many codenames games available, including themes like Disney or Harry Potter.

18. Mastermind Game In this strategy game players take turns setting and solving secret codes

19. Scrabble Scrabble is a classic word game where players form words on a game board using letter tiles.

Kids must use their problem-solving skills to analyze the available letters, consider the best word combination and strategically place those words to score the highest points.

Learning Problem-Solving with Card Games

Card games provide opportunities for kids to develop problem-solving skills such as strategy, memory, pattern recognition, decision-making, and observation.

Just a couple of examples:

20. Uno Uno is a classic card game where kids match cards based on color or number. They need to assess their cards, strategize and make decisions about which cards to play to get rid of their cards while also considering the cards in their opponents’ hands.

21. Go Fish Go Fish is a classic card game where players try to collect sets of cards by asking other players if they have specific cards. Players need to remember which cards they have and make decisions about who to ask and what sets to pursue.

22. Coding Challenges Introduce children to coding activities using platforms like Scratch (or ScratchJr for younger kids), Code.org, or Tynker. Coding involves problem-solving and logical thinking, and children can create interactive stories, games, or animations.

23. Outdoor Problem Solving Take children outside and present them with challenges that require problem-solving, such as building a shelter using natural materials or finding their way through an obstacle course.

24. Problem-Solving Worksheets Help your child follow a systematic approach to problem-solving with these helpful worksheets

25. Goal-Setting Activities for Kids Learning to set goals and make plans to achieve them is also a problem-solving activity. I have several resources to teach kids about goal-setting that I will list below:

• Goal-Setting Activities for Kids
• SMART Goals for Kids
• Goal Tracker Thermometer

Remember to provide guidance and support during these activities while encouraging children to think independently and come up with their own solutions.

Problem-Solving Worksheets

Looking for kid-friendly examples of problem-solving strategies ?

This workbook explores the following  problem-solving strategies  (with child-friendly examples and activities):

• Trial and Error
• Heuristics (Clever shortcuts)
• Divide and Conquer
• Working Backwards
• Brainstorming
• Decision Matrix
• Root Cause Analysis
• Systematic problem-solving

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How to Teach Problem-Solving to a 5-Year-Old Child

Teaching problem-solving skills to a 5-year-old may seem like a daunting task, but it’s actually an essential part of their development. By providing them with the tools and guidance they need, you can help set them up for a lifetime of success. In this article, we’ll explore the importance of problem-solving skills at a young age and discuss practical strategies for teaching these skills to your child.

Table of Contents

Understanding the Importance of Problem-Solving Skills at a Young Age

Problem-solving skills are crucial for navigating the challenges and uncertainties of life. They enable children to think critically, make informed decisions, and overcome obstacles. According to renowned pediatrician Dr. Benjamin Spock, problem-solving abilities help children become more independent and confident in their abilities. As children grow, these skills become increasingly important for academic success and future career prospects.

But what exactly are problem-solving skills? At its core, problem-solving involves identifying a challenge, analyzing the situation, and devising a solution. It requires a combination of logical thinking, creativity, and perseverance. By developing these skills at a young age, children are better equipped to handle the complexities of the modern world.

The Benefits of Developing Problem-Solving Skills in Early Childhood

Research conducted by esteemed obstetrician and child psychologist, Dr. Stanley Greenspan, suggests that early development of problem-solving skills can have long-lasting benefits. Not only do these skills improve cognitive abilities, but they also enhance emotional regulation and promote resilience in the face of challenges. By nurturing problem-solving abilities in early childhood, we are equipping children with essential tools that they can utilize throughout their lives.

One of the key benefits of developing problem-solving skills in early childhood is improved cognitive abilities. When children are exposed to problem-solving tasks, their brains are stimulated and challenged. This stimulation leads to the development of neural connections, which in turn enhances their cognitive abilities. As a result, children who have strong problem-solving skills tend to perform better academically and have a greater capacity for critical thinking.

Furthermore, problem-solving skills also play a crucial role in emotional regulation. When faced with a problem, children need to manage their emotions and stay calm in order to find a solution. This ability to regulate emotions not only helps children cope with stress and anxiety, but it also fosters emotional intelligence and empathy. By learning how to solve problems effectively, children develop a greater understanding of their own emotions and those of others.

In addition to cognitive and emotional benefits, problem-solving skills also promote resilience in children. Life is full of challenges and setbacks, and having the ability to approach these obstacles with a problem-solving mindset can make all the difference. When children are equipped with problem-solving skills, they are more likely to persevere in the face of adversity, bounce back from failures, and find alternative solutions. This resilience not only helps them overcome immediate challenges but also prepares them for future obstacles they may encounter.

In conclusion, understanding the importance of problem-solving skills at a young age is crucial for parents, educators, and society as a whole. By nurturing these skills in early childhood, we are setting children up for success in various aspects of their lives. From improved cognitive abilities to enhanced emotional regulation and resilience, problem-solving skills provide a solid foundation for children to navigate the complexities of the world and reach their full potential.

Creating a Supportive Environment for Problem-Solving

When it comes to teaching problem-solving to young children, creating a supportive environment is crucial. Here are some strategies to consider:

• Set up a safe and stimulating learning space where your child feels comfortable exploring and experimenting.
• Encourage open communication and active listening to foster a sense of trust and collaboration.
• Be a positive role model by demonstrating problem-solving skills in your everyday life.

Setting up a Safe and Stimulating Learning Space

Renowned psychologists, such as Dr. Jean Piaget, emphasize the importance of a safe learning environment for children’s cognitive and emotional development. Create a space that allows your child to freely engage in problem-solving activities without fear of making mistakes. Include age-appropriate materials such as puzzles, building blocks, and art supplies to stimulate their creativity and critical thinking skills.

Furthermore, consider the layout of the learning space. Arrange the furniture and materials in a way that promotes exploration and discovery. For example, you can create different stations within the room, each dedicated to a specific problem-solving activity. This not only adds variety to the learning experience but also encourages children to move around and engage with different challenges.

In addition to the physical setup, it is important to create a supportive emotional atmosphere. Encourage your child to take risks and try new approaches without the fear of judgment or failure. Celebrate their efforts and provide constructive feedback to help them improve their problem-solving skills. By fostering a positive and encouraging environment, you are nurturing their confidence and resilience.

Another aspect to consider is the incorporation of technology in the learning space. With the advancement of digital tools and educational apps, there are numerous opportunities to enhance problem-solving skills through interactive and engaging activities. Introduce age-appropriate educational games or software that encourage critical thinking and logical reasoning. However, it is important to strike a balance between screen time and hands-on activities to ensure a well-rounded learning experience.

Lastly, don’t forget the importance of organization and cleanliness in the learning space. A clutter-free environment promotes focus and reduces distractions, allowing your child to fully immerse themselves in problem-solving tasks. Teach them the value of tidiness and help them develop good organizational habits from an early age.

Introducing Problem-Solving Concepts to a 5-Year-Old

Explaining the basics of problem-solving to a 5-year-old can be challenging. Use simple language and metaphors to make the concepts more relatable and understandable.

Explaining the Basics of Problem-Solving in Simple Terms

Imagine problem-solving as a puzzle. Each problem is like a piece that needs to be solved to complete the picture. By breaking down problems into smaller, manageable parts, your child can approach them systematically. Teach them to gather information, brainstorm possible solutions, evaluate alternatives, and make a decision. Remind them that mistakes are part of the learning process, just like when they solve a jigsaw puzzle.

Let’s dive deeper into the concept of problem-solving. Imagine your child encounters a problem where they can’t find their favorite toy. This can be frustrating, but by using problem-solving skills, they can work towards finding a solution.

The first step is to gather information. Encourage your child to think about where they last saw the toy or where they usually keep it. By gathering this information, they can narrow down the search area and increase their chances of finding it.

Next, it’s time to brainstorm possible solutions. Sit down with your child and ask them to think of different ways they can find their toy. They might suggest looking under the bed, in the toy box, or even asking a family member if they have seen it. Brainstorming allows their creativity to flow and helps them generate multiple options.

Once they have a list of possible solutions, it’s time to evaluate the alternatives. Help your child think about the pros and cons of each option. For example, looking under the bed might be a good idea because toys often get lost there, but it might also be a bit scary for them. By weighing the advantages and disadvantages, they can make a more informed decision.

After evaluating the alternatives, your child can make a decision on which solution to try first. Encourage them to trust their instincts and go with the option that feels right to them. Remind them that it’s okay to make mistakes and that they can always try a different solution if the first one doesn’t work.

As your child goes through the problem-solving process, remind them to stay patient and persistent. Problem-solving takes time and effort, but with practice, they will become better at it. Just like solving a jigsaw puzzle, they might encounter challenges along the way, but each piece they solve brings them closer to completing the picture.

By introducing problem-solving concepts to your 5-year-old in simple terms and using relatable metaphors, you are setting them up for success in navigating challenges throughout their lives. Remember to be patient and supportive as they learn and grow their problem-solving skills.

Engaging Activities to Foster Problem-Solving Skills

Learning through play is an effective way to develop problem-solving skills. Here are some fun and interactive activities to try:

• Scavenger hunts: Create a list of clues for your child to follow until they reach the hidden treasure. This activity encourages critical thinking and decision-making.
• Building challenges: Provide your child with building blocks or Legos and ask them to construct specific structures or solve design problems. This activity promotes spatial reasoning and problem-solving abilities.
• Role-playing scenarios: Pretend play allows your child to explore different problem-solving situations, such as resolving conflicts with friends or finding creative solutions to imaginary problems.

Fun and Interactive Games to Encourage Critical Thinking

According to renowned child psychologist Dr. Alison Gopnik, games can be a valuable tool for developing problem-solving skills in children. Consider playing games that require strategy, logic, and planning. Classics like chess, checkers, or puzzles can challenge your child’s thinking and encourage them to find creative solutions.

Encouraging Independent Thinking and Decision Making

To foster autonomy and confidence in problem-solving, it’s essential to encourage independent thinking. Here are some strategies to promote their autonomy:

• Give your child age-appropriate choices. This allows them to practice decision-making skills.
• Engage in open-ended discussions where you encourage them to express their ideas and opinions.
• Praise their efforts and encourage them to evaluate their own solutions to problems.

Strategies to Promote Autonomy and Confidence in Problem-Solving

Psychologists such as Dr. Ellen Galinsky, author of “Mind in the Making,” suggest using daily life situations to promote independence and problem-solving. For example, involve your child in meal planning and ask them to decide what ingredients to include or find solutions when something is missing from the grocery list. These activities build their decision-making skills and boost their confidence in problem-solving.

Nurturing a Growth Mindset in Problem-Solving

A growth mindset is the belief that abilities can be developed through dedication and hard work. Teach your child to embrace challenges and view setbacks as opportunities for growth. Famous psychologist Dr. Carol Dweck’s studies have shown that children with a growth mindset are more willing to persevere and take on challenging problems.

Teaching Persistence and Resilience in the Face of Challenges

Inspire your child with stories of famous inventors, scientists, and artists who faced numerous obstacles before achieving success. Explain that even the most brilliant minds encountered failures, but their perseverance and problem-solving skills allowed them to overcome those challenges. Encourage your child to apply this perspective to their own problem-solving journey.

Incorporating Problem-Solving into Everyday Life

To reinforce problem-solving skills, look for opportunities to incorporate them into your child’s daily life:

• Involve them in decision-making processes, such as choosing what to wear or what book to read.
• Encourage them to solve real-life problems, such as figuring out how to arrange toys or finding the best way to organize their belongings.
• Support their efforts and celebrate their successes to build their confidence in their problem-solving abilities.

Practical Examples and Scenarios for Real-Life Application

Follow the lead of renowned pediatrician Dr. William Sears, who suggests taking advantage of real-life scenarios to teach problem-solving. For example, when faced with a messy bedroom, ask your child to come up with a plan to clean it up. This practical application of problem-solving skills in their everyday life helps them develop a deeper understanding of how to use these skills effectively.

Collaborative Problem-Solving with Peers

Collaborative problem-solving allows children to work together, apply their problem-solving skills, and develop essential teamwork and communication abilities:

• Encourage your child to engage in group activities that require problem-solving, such as building projects or creating a group game.
• Guide them in resolving conflicts with their peers by encouraging open communication and helping them find mutually agreeable solutions.
• Highlight the importance of listening, compromising, and respecting different perspectives during collaborative problem-solving.

Developing Communication and Teamwork Skills through Group Activities

Referring to the research of child psychologists like Dr. Lev Vygotsky, group activities and teamwork can help children develop their problem-solving abilities while refining their communication skills. Collaborative problem-solving provides a platform for exchange and negotiation, enabling children to learn from each other and develop a sense of shared responsibility for finding solutions.

By taking a proactive approach to teaching problem-solving skills to your 5-year-old child, you are investing in their future success. Remember to create a supportive environment, introduce concepts in an engaging way, and make problem-solving a part of their everyday life. With your guidance and the tools they acquire, your child will be well-equipped to navigate challenges with confidence and resilience.

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Problem Solving for Kids: How-To Guide, Activities & Strategies

Children need to be able to solve their own problems. In daily life, kids face a lot of set of social circumstances and challenges. Whether they’re trying to figure out how to make friends, deal with bullies, or solve academic problems, they need strong problem-solving skills to be successful.

Problem-solving is a critical life skill that all kids need to learn. By teaching them how to identify and solve problems on their own, you’ll be setting them up for success in school and in life.

What are Social Problem-Solving Skills?

Social problem-solving skills are a skill set that involves behavioral and cognitive processes which allow an individual to find adaptive and positive ways of handling problematic situations that can arise in the social environment in our daily life. These skills comprise an understanding of emotions, empathy, self-awareness, prosocial behavior, anger management, perspective-taking, establishing positive relationships, and so on.

Why It’s Important for Children to Learn the Skills to Problem-Solve

Social problem-solving skills are important for kids to learn because they allow them to cope with the various challenges they face in their social environments, such as peer pressure, bullying, and exclusion from social groups. In addition, these skills can help them resolve conflicts effectively and build positive relationships with others.

How to teach Problem-Solving skills

There are many ways to develop social problem-solving skills in kids . One way is to provide them with opportunities to practice these skills through different activities and games.

There are a few key things that parents and educators can do to help kids develop strong problem-solving skills:

Teach Children to Identify the Problem

One of the most important steps in solving any problem is being able to accurately identify what the problem is. This can be tricky for kids, especially if they’re feeling emotional about the situation. Help them by teaching them how to take a step back and look at the problem objectively.

Help Kids Brainstorm Solutions

Once kids can identify the problem, it’s time to start brainstorming possible solutions. This is where creativity and out-of-the-box thinking come in handy. Encourage kids to think of as many possible solutions as they can, no matter how far-fetched they might seem.

Help Kids Weigh the Pros and Cons

After Children can come up with a few potential solutions, it’s time to help them figure out which one is the best option. This is where critical thinking comes in. Teach kids how to weigh the pros and cons of each solution and make a decision based on logic, not emotions.

Help Kids Implement the Solution

The final step is helping kids actually implement the solution they’ve chosen. This might involve role-playing different scenarios, practicing what they would say or do, or writing out a plan. Whatever the case, be sure to provide support and guidance every step of the way.

Praise Kids

It’s essential to praise your child when they demonstrate social problem-solving skills. This will help him feel confident in his abilities and encourage him to continue using these skills.

Also, proper guidance and opportunities to practice problem-solving skills should be provided for kids to be efficient enough to solve problems on their own. In addition to providing opportunities for practice, it is also important to model problem-solving skills for your child. 

By following these tips, you can help your child develop strong social problem-solving skills that will serve him well throughout his life.

Problem-solving in Child Development

Most children go through similar phases of problem-solving as they develop. However, the timing may vary depending on the child’s individual temperament and circumstances.

Here are some common milestones:

• Ages 2-3: During the age of 2-3 years, kids begin to understand that problems can be solved. They also start to develop a sense of self-control and can begin to use words to express their emotions.
• Ages 3-4: By 3-4 years old, kids are usually better at problem-solving and can use more logical thinking. They’re also beginning to understand other people’s feelings and perspectives.
• Ages 4-5: Around 4-5 years old, kids can usually think of multiple solutions to a problem. They’re also starting to understand the concept of cause and effect.
• Ages 5-6: By 5-6 years old, most kids can apply problem-solving skills in their everyday lives. They’re also able to understand complex emotions and empathize with others.
• Ages 6-7: Around 6-7 years old, kids are usually able to understand even more complex emotions. They’re also starting to see the world from other people’s perspectives and can use this knowledge to solve problems.
• Ages 7-8: By 7-8 years old, kids are often able to solve problems quickly and efficiently. They’re also able to think abstractly and see the world from multiple perspectives.
• Ages 8-9: Around 8-9 years old, kids are usually able to solve problems independently. They’re also beginning to understand the concept of time and how it can be used to solve problems.
• Ages 9-10: By 9-10 years old, kids are often able to solve complex problems. They’re also able to think abstractly and see the world from multiple perspectives.
• Ages 10-11: Around 10-11 years old, kids are usually able to solve problems independently. They’re also beginning to understand the concept of time and how it can be used to solve problems.
• Ages 11-12: By 11-12 years old, kids are often able to solve complex problems. They’re also able to think abstractly and see the world from multiple perspectives.
• Ages 12-13: Around 12-13 years old, kids are usually able to solve problems independently. They’re also beginning to understand the concept of time and how it can be used to solve problems.

As children get older, they should be able to solve more complex problems. If you’re concerned about your child’s problem-solving abilities, talk to their doctor or a child development specialist.

 Social Problem-Solving Strategies

There are several strategies that can help children of primary age to solve problems. Some of them are as follows:

• Encouraging children to take turns and share. This strategy helps children to be more patient and to understand that other people have feelings too. It also allows them to share their own feelings and thoughts more openly.
• Helping children to understand and express their emotions. This strategy helps children to identify and understand their own emotions , as well as the emotions of others. It also allows them to express their emotions in a more positive way.
• Teaching children how to compromise. This strategy helps children to understand that sometimes it is necessary to give up something in order to get something else. It also teaches them how to negotiate and how to reach an agreement with others.
• Encouraging children to think about other people’s perspectives. This strategy helps children to understand that other people have different points of view. It also allows them to see the world from another person’s perspective and to empathize with others.
• Helping children to understand and follow rules. This strategy helps children to understand that there are certain rules that must be followed in order to maintain order and peace. It also teaches them how to respect the rules of others.
• Teaching children how to improve their skills to problem-solve. This strategy helps children to understand that there are many ways to solve a problem. It also teaches them how to think creatively and to come up with their own solutions.

These are just a few of the social problem-solving strategies that can help children of primary age to solve problems. For more information, please talk to your child’s doctor or a child development specialist.

Social Problem-Solving Skills Activities

Games and activities for socialization are an excellent way for children for learning how to behave in social surroundings such as school or in the community.

It is essential for children to learn how to take turns, share, cooperate and resolve conflicts.

Here are some activities to improve social problem-solving skills for children of different age groups:

Social Problem-solving Activities for Preschoolers

Preschoolers are very young and need a lot of help to learn social problem-solving skills. The following activities are fun and will help them develop problem-solving skills.

• Circle Time: This is a great activity for kids to learn how to take turns and share. Give each child a turn to be in the center of the circle and share something about themselves such as their favorite color, food , animal, etc.
• Simon Says: This classic game is a great way for kids to listen and follow instructions. It also helps with problem-solving skills as they have to figure out what Simon is saying.
• Role-Playing: This is a great activity for kids to learn how to resolve conflicts. Have kids act out different scenarios such as sharing toys or taking turns. After each scene, discuss what happened and how the conflict could have been resolved.

Social Problem-solving Activities for Kindergarteners

Kindergarteners are still very young. So, they may need assistance when it comes to social problem-solving skills.

The following activities will give them a chance to practice these skills in a safe and fun environment.

• Cooperative Building: Have the kids work together in small groups to build towers or houses out of blocks or Legos. This activity will help them learn to share, take turns, and cooperate with others.
• Role-Playing: Act out different social situations with puppets or toys. For example, one child can be the customer in a store and the other children can take turns being the salesperson. This activity will help kids learn how to handle different social situations.
• Feelings Matching: Cut out pictures of people with different facial expressions from magazines or newspapers. Ask the kids to match the pictures with the corresponding feeling words (e.g., happy, sad, mad, etc.). This activity will help kids learn to identify and understand different emotions.

Social Problem-solving Activities for School-Aged Kids

As kids get older, they become more independent and are able to handle more complex social situations.

The following activities will help them practice their social problem-solving skills.

• Brainstorming: This activity can be done individually or in a group. Give your child a scenario and have them come up with as many solutions as possible. For example, “Your best friend just cancelled your play date. What are three things you could do?”
• Exercising empathy: It’s important for kids to be able to empathize with others and see things from their perspective. When they’re struggling to solve a problem, help them think about how the other person is feeling. For example, “Your friend might be feeling upset too. Maybe you can talk to her about why she cancelled the play date.
• Problem Solving Games: Games are a fun way to teach children the skills of solving problems. Try playing some classic board games like Chutes and Ladders or Candyland, which require players to make decisions and strategize. There are also many great online games, like Mission to Mars and Robot City, that help kids practice problem-solving.
• Discussing Problem-Solving Skills: As a family, discuss different problem-solving strategies. For example, “If you’re ever feeling overwhelmed or don’t know what to do, take a deep breath and think about what would be the best thing to do in that situation.”
• Model Good Problem-Solving Skills: As a parent, you are your child’s biggest role model. So, it’s important to model good problem-solving skills yourself. Whenever you’re faced with a problem, talk aloud about how you’re going to solve it. For example, “I’m having trouble finding my keys. I think I’ll check the couch first and then look in the car.”
• Encourage positive thinking: Help your child look on the bright side by encouraging them to think of the positive outcomes of a situation. For example, “Even though your play date was cancelled, you now have some free time to do something else you enjoy.
• Practice: It’s important to give kids opportunities to use their problem-solving skills in everyday life. When they’re faced with a social challenge, take a step back and let them try to figure it out on their own. Of course, be there to support them if they need help.

Social Problem-solving Activities for High-School Students 

High-school students often face a variety of social problems. They may have difficulty making friends, fitting in with classmates, or dealing with bullies.

Some students may also struggle with more serious issues, such as gangs, drugs, or violence.

There are a number of activities that can be used to help high-school students with improving their social problem-solving skills. These are as follows:

• Peer Mediation: This activity involves two or more students who are in conflict with each other. The mediator(s) helps the students to communicate with each other and find a resolution to the problem.
• Role-Playing: This is a great activity for helping high-school students to understand different perspectives. Students can take on the role of the person they are in conflict with, and then discuss how they would feel in that situation.
• Problem-Solving Groups: These groups usually consist of 4-6 students who meet to discuss a particular problem. The group leader(s) helps the students to brainstorm solutions and come up with a plan of action.
• Attending Debates: Debates can be a great way for high-school students to learn about different perspectives on social issues. Students can also practice their own argumentative and problem-solving skills by participating in debates.
• Service Learning: This is a type of community service that helps high-school students to understand and address social problems. Students typically work with organizations that focus on issues such as poverty, homelessness, or hunger.

Cultivating Resilience in Children

Developing resilience in children is a key aspect of nurturing their emotional health and equipping them to face life’s challenges head-on. It involves helping them understand that difficulties and setbacks are a normal part of life, and they can grow stronger from overcoming them.

By fostering a secure and loving environment, and by being role models of resilience ourselves, we can instill in children the ability to adapt to change and cope with stress.

One effective method to cultivate resilience in children is by encouraging them to express their feelings and thoughts openly.

Providing a safe space where they feel heard and understood helps them to understand their emotions better, which is a crucial step in resilience building. It’s important to validate their feelings, not minimize them, as it teaches them that it’s normal to experience different emotions, and it’s okay to discuss them.

Another significant way to build resilience is by teaching problem-solving skills. Guiding children through the process of identifying a problem, brainstorming possible solutions, choosing the best one, and reflecting on the outcome can equip them with valuable life skills.

As they practice, they will become more adept at facing challenges, whether big or small, and this boosts their confidence and self-efficacy. The beauty of resilience is that it isn’t an inherent trait; it’s a skill that can be learned and cultivated, one challenge at a time.

Teaching social problem-solving skills can help high-school students learn how to handle these types of situations. These skills can also help them in other areas of their lives, such as dealing with family conflict or managing their emotions.

Through these activities, high-school students can learn important problem-solving skills that will help them in their everyday lives.

There are many different activities that you can do to help your child develop problem-solving skills. Choose activities that are appropriate for your child’s age and interests.

And, most importantly, have fun!

Tips, D. (2022). Developing Problem-Solving Skills for Kids | Strategies & Tips | Kodable Blog. Retrieved 6 June 2022, from https://www.kodable.com/learn/problem-solving-skills-for-kids/

How to Teach Problem-Solving Skills to Children and Preteens. (2022). Retrieved 6 June 2022, from https://biglifejournal.com/blogs/blog/how-teach-problem-solving-strategies-kids-guide#:~:text=Allow%20your%20child%20to%20choose,the%20process%20of%20problem%2Dsolving .

Teaching Kids How to Solve Their Own Problems and Make Good Decisions. (2022). Retrieved 6 June 2022, from https://www.verywellfamily.com/teach-kids-problem-solving-skills-1095015

(2022). Retrieved 6 June 2022, from https://www.werockthespectrumkidsgym.com/social-skills-activities-that-teach-kids-problem-solving/

srivastava, m., & srivastava, m. (2022). 12 Problem-Solving Activities For Toddlers And Preschoolers. Retrieved 6 June 2022, from https://www.momjunction.com/articles/problem-solving-activities-for-toddlers_00795607/

20 Evidence-Based Social Skills Activities and Games for Kids. (2022). Retrieved 6 June 2022, from https://www.positiveaction.net/blog/social-skills-activities-and-games-for-kids

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15 Best Problem Solving Activities: Foster Critical Thinking

1. Rolling Dice

2. build a tower, 3. tic tac toe, 4. scavenger hunt, 6. activity books, 7. board games, 9. human knot, 10. open-ended questions.

Problem solving activities for kids are a great way to teach them how to think critically and creatively, and how to develop a growth mindset . We’re sure you must have also played many educational games as a kid that helped you develop critical thinking or problem-solving- skills you’re using even today. These activities can be tailored to be fun and engaging, and they help kids understand that challenges and difficulties are opportunities to learn and grow instead of things to be feared.

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By providing kids with problem-solving activities, we can give them the tools to develop their problem-solving skills and build the confidence to tackle difficult challenges, which will be valuable to them throughout their life. It will also help them understand that their abilities can be developed with practice and hard work, encouraging them to persevere through difficult tasks and not give up easily when faced with obstacles. If you’re looking for some fun and engaging problem solving activities for children to develop a growth mindset, we have curated a list of activities for you.

15 Best Problem Solving Activities for Kids

Things you’ll need: A die or dice, some flashcards and a pen

How to do: You can play tons of different games with dice. Playing with two dice encourages kids to quickly add up numbers and learn math in a fun way . One fun game you can play with a single die involves flashcards. For this game, you can assign a category to each number on the die and when the kid rolls the die, they have to name any 3 examples from the category assigned to the number rolled. For example, if number 4 is assigned to animals and it is rolled, they will have to name any 3 animals. 

Things you’ll need: Building blocks, lego, toilet rolls or anything that can be stacked

How to do: If you’re looking for problem solving activities for 5 year olds, this is for you. To play this game, just give the kids anything that can be stacked on top of the other. This can be building blocks, lego, Jenga blocks, toilet rolls, etc. The challenge is to stack one on top of the other and see how high a tower they can build. This game can be played in teams or individually as well. 

Things you’ll need: A tic tac tow board or pen and paper

How to do: This is one of the most exciting problem solving fun activities for students. You can either play this game on a tic tac toe board or on paper. If you’re playing it on paper, draw a table so that you have 9 boxes. Now each player must choose X or O and try to make a continuous row of their chosen symbol. Whoever succeeds wins. 

Things you’ll need: Small toys, stationery items, or anything you want to include in a scavenger hunt

How to do: Assign the teams or individual players specific items they have to find in a defined area. This can be an indoor or outdoor activity for kids . Give them a list of the things they need to find, and you can also give them hints on where to find these things. Whoever or whichever team finds all the things first wins. 

Things you’ll need: A puzzle game

How to do: Get a puzzle set. This can be a regular cardboard puzzle or a wooden puzzle and ask the players or teams to arrange it. You can make this a timed challenge or just let the kids solve the puzzle in their own time and have fun. 

Things you’ll need: Activity books and pencils

How to do: This is one of the best problem solving activities for kids. Activity books are great for children’s problem-solving skills to develop. Buy them activity books containing games like find the element, what’s wrong with the pictures, or hidden picture books. 

Things you’ll need: Board games like Ludo, Snakes and Ladders, Monopoly Junior, and Go Fish

How to do: Give them board games like Ludo, Snakes and Ladders, Monopoly Junior, Go Fish, etc. These board games help kids to develop logic, think deeper, plan ahead and solve problems. 

Things you’ll need: A chalk

How to do: Build a maze with chalk on the sidewalk. Make sure you add a few dead-end ways to make it more challenging for the kids. Once the kid is able to walk through and come out of the maze, take the game to the next level by adding even more dead-end ways and see how they overcome the challenge. 

Things you’ll need: Just a playground or garden

How to do: This is a great group activity for kids that’ll also teach them lots of skills. Ask the kids to form a circle and raise their right arm up. Now ask them to reach out to someone standing opposite to them in the circle and hold their left hand with their left hand. Now ask them to raise their left hands up and repeat the process with their right hands. The objective is to entangle them completely and then ask them to detangle themselves without letting go of anyone’s hands. 

Things you’ll need: Pen and paper 

How to do: Once you’re done with an activity, ask kids open-ended questions. These are questions that have no right or wrong answers. Some examples of such questions are- “Did you find this activity easy?”, “What did you enjoy the most about this activity?”, “How would you make this activity more fun?”, etc. 

11. Wool Web

Things you’ll need: Balls of yarn

How to do: This is one of the most exciting group problem solving classroom activities for kids . Divide the players into equal teams and ask them to form a circle. Hand them over one ball of yarn each and ask them to make a web of it amongst the teams. Set a time limit for this step, and once it is done, switch the webs so that none of the teams has their own webs. Now the teams will decide on one player from each team to be blindfolded. This blindfolded player will have to untangle to web assigned to their team with the help of verbal instructions from their teams. The team that untangles the web first wins. 

12. Fingertip Hula Hoop

Things you’ll need: Hula hoops

How to do: Divide the kids into teams of 6-8 for this game. Each team will stand in a circle and then be asked to raise their hands up. Now, place a hula hoop on top of their fingertips and ask them to bring it down slowly and make it touch the ground without it falling down or leaving the fingertips. The team to finish the task first wins. 

13. Obstacle Course

Things you’ll need: Pillows, blankets, mattresses, cones, balls, chairs, etc. 

How to do: Build an obstacle course indoors or outdoors with whatever you can find. This makes for one of the most engaging problem solving games for kids. Ask your kids to cross the obstacle course as fast as they can. To make it a bit more challenging, you can also ask them to race against each other to cross the obstacle course. 

14. Memory Games

Things you’ll need: Playing cards

How to do: For this fun cards game, place all the cards face down and take turns to turn 2-4 cards. If you are able to open two similar cards (in number), you get to keep the pair. The player with the highest number of cards with them in the end wins.  

15. Impromptu Plays

Things you’ll need: A stage

How to do: This is one of the best problem-solving exercises for kids to play in groups. If you have a large group, divide the kids into teams of 6-8. If the group is smaller, just make the kids stand individually. Now make a few chits on a theme that has questions that form a difficult situation or a challenge. For example, you can put in chits with questions like “You just found your friend cheating in an exam. What do you tell them?” or “Your younger sibling just broke your favorite toy. How do you react?”. Each team must enact a scene that includes the situation their chit has. If the group isn’t that big, each kid must speak about the same chit but have different perspectives. 

Why Are Problem Solving Skills Important for Kids?

Developing problem solving skills is extremely important for kids as it helps them to navigate easily around difficulties later on in life. As adults, we’re faced with challenging situations every day, and without our basic problem-solving skills, we wouldn’t be able to survive.

Problem solving skills also help kids to make effective decisions. It helps them resolve problems all at once without reducing them to smaller problems. Once kids develop problem solving skills, it is easier for them to develop other skills as well like critical thinking, cooperation and collaboration with others.

Having problem solving skills helps kids to become more creative and think differently than others and enables them to become independent. These skills also help kids develop decision-making skills and build their confidence along the way as they take the right decisions.

Frequently Asked Questions (FAQs)

What are the 5 problem solving skills.

The five problem solving skills are identifying the problem, producing possible results that might work, picking one solution from these, applying the chosen solution and evaluating the results.

What are some examples of problem-solving skills in kids?

Some of the problem solving skills in kids are research, creativity, team-building, communication, active listening, decision-making, and analysis. If you find some of these skills in a kid, chances are they’re great at problem solving.

What is problem solving learning?

According to cornell.edu, Problem solving learning is an approach wherein students are asked open-ended questions about a certain topic, and they must resolve and answer  the same in groups.

At what age do children begin problem-solving?

According to a study by Shaffer , kids can start developing basic problem solving skills from the age of three. This further continues to develop as they grow.

What are three problem-solving techniques

According to deakin.edu , the three most basic problem solving techniques are defining the problem, listing out all the possible solutions, and evaluating the options.

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How to Teach Problem-Solving Skills to Children and Preteens

• By Ashley Cullins

Whether it’s a toy-related conflict, a tough math equation, or negative peer pressure, kids of ALL ages face problems and challenges on a daily basis.

As parents or teachers, we can’t always be there to solve every problem for our children. In fact, this isn’t our job. Our job is to TEACH our children how to solve problems by themselves . This way, they can become confident , independent, and successful individuals.

Instead of giving up or getting frustrated when they encounter a challenge, kids with problem-solving skills manage their emotions, think creatively, and persist until they find a solution. Naturally, these abilities go hand-in-hand with a  growth mindset .

Before you continue, we thought you might like to download our FREE Your Words Matter Volume 2 Kit . With these 10 one-page parenting guides, you will know exactly how to speak to your child to help them stand up for themselves, be more confident, and develop a growth mindset.

So HOW do you teach problem-solving skills to kids?

Well, it depends on their age . As cognitive abilities and the size of the child’s challenges grow/evolve over time, so should your approach to teaching problem-solving skills.

Read on to learn key strategies for teaching problem-solving to kids, as well as some age-by-age ideas and activities.

3 General Strategies to Teach Problem-Solving at Any Age

1. model effective problem-solving .

When YOU encounter a challenge, do a “think-aloud” for the benefit of your child. MODEL how to apply the same problem-solving skills you’ve been working on together, giving the real-world examples that she can implement in her own life.

At the same time, show your child a willingness to make mistakes . Everyone encounters problems, and that’s okay. Sometimes the first solution you try won’t work, and that’s okay too!  

When you model problem-solving, explain that there are some things that are out of our control. As we're solving a problem at hand we should focus on the things we CAN actually control.

You and your child can listen to Episode 35  of the Big Life Kids Podcast to learn about focusing on what you can control.

2. Ask for Advice

Ask your kids for advice when you have a problem. This teaches them that it’s common to make mistakes and face challenges. It also gives them the opportunity to practice problem-solving skills.

Plus, when you indicate that their ideas are valued ,  they’ll gain the confidence to attempt solving problems on their own.

3. Don’t Provide “The Answer”

As difficult as it may be, allow your child to struggle, sometimes fail , and ultimately LEARN  from experiencing consequences.

Now, let’s take a look at some age-specific strategies and activities. The ages listed below are general guidelines, feel free to choose any strategies or activities that you feel will work for YOUR child.

Use Emotion Coaching

To step into a problem-solving mindset, young children need to first learn to  manage their emotions . After all, it’s difficult for a small child to logically consider solutions to a problem if he’s mid-tantrum.

One way to accomplish this is by using the  emotion coaching process  outlined by John Gottman.

First,  teach your kids that ALL emotions are acceptable. There are NO “bad” emotions. Even seemingly negative emotions like anger, sadness, and frustration can teach us valuable lessons. What matters is how we  respond  to these emotions.

Second,   follow this process:

• Step One: Naming and validating emotions.  When your child is upset, help her process the way she’s feeling. Say something like,  “I understand that you’re upset because Jessica is playing with the toy you wanted.”
• Step Two:   Processing  emotions.  Guide your child to her  calming space. If she doesn't have one, it's a good idea to create one.  Let her calm her body and process her emotions so she can problem-solve, learn, and grow. 
• Step Three: Problem Solving.  Brainstorm solutions with your child, doing more   LISTENING   than talking during the conversation. This allows your child to practice her problem-solving skills, and she’s more likely to actually implement the solutions she came up with herself.

Say, “Show Me the Hard Part”

When your child struggles or feels frustrated, try a technique suggested by mom and parenting blogger Lauren Tamm . Simply say, “Show me the hard part.”

This helps your child identify the ROOT   of the problem, making it less intimidating and easier to solve.

Repeat back what your child says,  “So you’re saying…”

Once you both understand the real problem, prompt your child to come up with solutions . “There must be some way you can fix that…” or  “There must be something you can do…”

Now that your child has identified “the hard part,” she’ll likely be able to come up with a solution. If not, help her brainstorm some ideas. You may try asking the question, “If you DID  know, what would you think?” and see what she comes up with.

Problem-Solve with Creative Play

Allow your child to choose activities and games based on her  interests . Free play provides plenty of opportunities to navigate and creatively solve problems.

Children often learn best through play. Playing with items like blocks, simple puzzles, and dress-up clothes can teach your child the process of problem-solving.

Even while playing, your child thinks critically:  Where does this puzzle piece fit? What does this do? I want to dress up as a queen. What should I wear?   Where did I put my tiara? Is it under the couch?

Problem-Solve with Storybooks

Read age-appropriate stories featuring characters who experience problems, such as:

• Ladybug Girl and Bumblebee Boy by Jacky Davis: The story of two friends who want to play together but can’t find a game to agree on. After taking turns making suggestions, they arrive at a game they both want to play: Ladybug Girl and Bumblebee Boy.
• The Curious George Series by Margaret and H.E. Rey: A curious little monkey gets into and out of dilemmas, teaching kids to find solutions to problems of their own.
• Ira Sleeps Over by Bernard Waber: Ira’s thrilled to have a sleepover at his friend Reggie’s house. But there’s one problem: Should he or should he not bring his teddy bear? It may seem small, but this is the type of early social problem your child might relate to.

Connect these experiences to similar events in your child’s own life, and ASK your child HOW the characters in these stories could solve their problems. Encourage a variety of solutions, and discuss the possible outcomes of each.

This is a form of dialogue reading , or actively ENGAGING   your child in the reading experience. Interacting with the text instead of passively listening can “turbocharge” the development of literacy skills such as comprehension in preschool-aged children.

By asking questions about the characters’ challenges, you can also give your child’s problem-solving abilities a boost.

You can even have your child role-play the problem and potential solutions to reinforce the lesson.  

For book suggestions, refer to our Top 85 Growth Mindset Books for Children & Adults list.

Teach the Problem-Solving Steps

Come up with a simple problem-solving process for your child, one that you can consistently implement. For example, you might try the following five steps:

• Step 1: What am I feeling?  Help your child understand what she’s feeling in the moment (frustration, anger, curiosity, disappointment, excitement, etc.)  Noticing and naming emotions will diffuse  their charge and give your child a chance to take a step back.
• Step 2: What’s the problem?  Guide your child to identify the specific problem. In most cases, help her take responsibility for what happened rather than pointing fingers. For instance, instead of, “Joey got me in trouble at recess,” your child might say, “I got in trouble at recess for arguing with Joey.”
• Step 3:   What are the solutions?  Encourage your child to come up with as many solutions as possible. At this point, they don’t even need to be “good” solutions. They’re just brainstorming here, not yet evaluating the ideas they’ve generated.
• Step 4: What would happen if…? What would happen if your child attempted each of these solutions? Is the solution safe and fair? How will it make others feel? You can also try role-playing at this step. It’s important for your child to consider BOTH  positive and negative consequences of her actions.
• Step 5: Which one will I try?  Ask your child to pick one or more solutions to try. If the solution didn't work, discuss WHY and move on to another one. Encourage your child to keep trying until the problem is solved. 

Consistently practice these steps so that they become second nature, and model solving problems of your own the same way.  It's a good idea to   reflect :   What worked? What didn’t? What can you do differently next time?

Problem-Solve with Craft Materials

Crafting is another form of play that can teach kids to solve problems creatively.

Provide your child with markers, modeling clay, cardboard boxes, tape, paper, etc. They’ll come up with all sorts of interesting creations and inventive games with these simple materials.

These “open-ended toys” don’t have a “right way to play,” allowing your child to get creative and generate ideas independently .

Ask Open-Ended Questions

Asking open-ended questions improves a child’s ability to think critically and creatively, ultimately making them better problem-solvers. Examples of open-ended questions include:

• How could we work together to solve this?
• How did you work it out? or How do you know that?
• Tell me about what you built, made, or created.
• What do you think will happen next?
• What do you think would happen if…?
• What did you learn?
• What was easy? What was hard?
• What would you do differently next time?

Open-ended questions have no right answer and can’t be answered with a simple “Yes” or “No.”

You can ask open-ended questions even when your child isn’t currently solving a problem to help her practice her thinking skills, which will come in handy when she does have a problem to solve.

If you need some tips on how to encourage a growth mindset in your child, don't forget to download our FREE Your Words Matter Volume 2 Kit .

Break Down Problems into Chunks

This strategy is a more advanced version of “Show me the hard part.”

The bigger your child gets, the bigger her problems get too. When your child is facing a challenge that seems overwhelming or insurmountable, encourage her to break it into smaller, more manageable chunks.

For instance, let’s say your child has a poor grade in history class. Why is the grade so low? What are the causes of this problem?

As usual, LISTEN as your child brainstorms, asking open-ended questions to help if she gets stuck.

If the low grade is the result of missing assignments, perhaps your child can make a list of these assignments and tackle them one at a time. Or if tests are the issue, what’s causing your child to struggle on exams?

Perhaps she’s distracted by friends in the class, has trouble asking for help, and doesn’t spend enough time studying at home. Once you’ve identified these “chunks,” help your child tackle them one at a time until the problem is solved.

Show “ The Broken Escalator Video ”

Discuss the importance of embracing challenges and solving problems independently with the “broken escalator video.”

In the video, an escalator unexpectedly breaks. The people on the escalator are “stuck” and yelling for help. At this age, it’s likely that your child will find the video funny and immediately offer a solution: “Just walk! Get off the escalator!”

Tell your child that this is a simple example of how people sometimes act in difficult situations. Ask, “Why do you think they didn’t get off the escalator?” (they didn’t know how, they were waiting for help, etc.)

Sometimes, your child might feel “stuck” when facing problems. They may stop and ask for help before even attempting to find a solution. Encourage your child to embrace challenges and work through problems instead.

Problem-Solve with Prompts

Provide your child or a group of children with materials such as straws, cotton balls, yarn, clothespins, tape, paper clips, sticky notes, Popsicle sticks, etc.

With just these materials, challenge your kids to solve unusual problems like:

• Make a leprechaun trap
• Create a jump ramp for cars
• Design your own game with rules
• Make a device for two people to communicate with one another

This is a fun way to practice critical thinking and creative problem-solving. Most likely, it will take multiple attempts to find a solution that works, which can apply to just about any aspect of life.

Make Them Work for It

When your child asks for a new toy, technology, or clothes, have her make a plan to obtain the desired item herself. Not only will your child have to brainstorm and evaluate solutions, but she’ll also gain confidence .

Ask your child HOW she can earn the money for the item that she wants, and encourage her as she works toward her goal .

Put It on Paper

Have your child write out their problems on paper and brainstorm some potential solutions.

But now, she takes this process a step further: After attempting each solution, which succeeded? Which were unsuccessful? Why ?

This helps your child reflect on various outcomes, learning what works and what doesn’t. The lessons she learns here will be useful when she encounters similar problems in the future.

Play Chess Together

Learning to play chess is a great way for kids to learn problem-solving AND build their brains at the same time. It requires players to use critical thinking, creativity, analysis of the board, recognize patterns, and more. There are online versions of the game, books on how to play, videos, and other resources. Don’t know how to play? Learn with your teen to connect and problem solve together!

Have Them Learn To Code

Our teens and tweens are already tech-savvy and can use their skills to solve problems by learning to code. Coding promotes creativity, logic, planning, and persistence . There are many great tools and online or in-person programs that can boost your child’s coding skills.

Encourage to Start a Meaningful Project

This project has to be meaningful to your teen, for example starting a YouTube channel. Your teen will practice problem-solving skills as they’re figuring out how to grow their audience, how to have their videos discovered, and much more. 

In the Big Life Journal - Teen Edition , there’s a section that guides them through planning their YouTube channel and beginning the problem-solving process.

Apply the SODAS Method

Looking for a game plan that your teen can employ when faced with a problem? The SODAS method can be used for big or small problems. Just remember this simple acronym and follow these ideas:

• D isadvantages
• A dvantages

Encourage to Join Problem-Solving Groups

Does your teen enjoy solving problems in a team? Have them join a group or club that helps them hone their skills in a variety of settings--from science and robotics to debating and international affairs. Some examples of groups include: 

• Odyssey of the Mind
• Debate team
• Science Olympiad

Looking for additional resources?  The Bestseller’s Bundle includes our three most popular printable kits packed with science-based activities, guides, and crafts for children. Our Growth Mindset Kit, Resilience Kit, and Challenges Kit work together as a comprehensive system designed specifically for children ages 5-11.

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25 thoughts on “ How to Teach Problem-Solving Skills to Children and Preteens ”

I love, love, love the point about emotional coaching. It’s so important to identify how children are feeling about a problem and then approach the solutions accordingly.

Thank you for putting this together. I wrote an article on problem-solving specifically from the point of view of developing a STEM aptitude in kids, if you like to check it out – https://kidpillar.com/how-to-teach-problem-solving-to-your-kids-5-8-years/

I feel that these techniques will work for my kid.. Worthy.. Thank you

I love you guys

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8 problem solving games to play with your preschooler.

Want to Improve Your Child's Problem Solving Skills?

Enroll your child for the Atlas Mission – the ultimate learning companion for kids.

As a toddler, my daughter once got stuck in an opened cardboard box. She climbed in all by herself, but once inside she couldn’t figure how to maneuver her way out.

Like any good mom, I helped by handing her a crayon and allowing her to spend the next 15 minutes inside the box scribbling her little heart out so I could power clean the living room until she remembered she was stuck.

It’s true, I may have been taking slight advantage of her not-yet-fully-developed problem solving skills, but as a mom of a toddler tornado, you take what you can get 🙂

She’s now a preschooler and her problem solving skills have improved since daily life has provided her with ample opportunities (darn those jacket zippers!).

That said, I also believe that presenting her with social problem solving games and activities to utilize her thinking cap has been an important part of her pre-operational development.

I’ve compiled this list of 8 creative activities to assist in developing those skills that are needed when she hits those frustrating preschooler obstacles.

I believe in keeping things fun for the child and easy for mom, so these problem solving activities for preschoolers are simple to set up and many require only your child’s own creativity!

1. Make it Move

For this activity, you’ll need some masking tape and a crumpled ball of paper.

The challenge comes when you place the ball of paper in between two lines of masking tape and ask your preschooler to move it outside the lines — without touching it.

Some preschoolers can’t get enough of this experiment and figure out several ways to move the paper.  Others can get frustrated easily and want to give up.

Remember, this is supposed to be fun, so don’t let your child get discouraged.  Hints are fully ok; just try to wait until they are absolutely needed.

We want them to stretch their problem solving muscles, but not feel defeated.

2. Fit the Top

This is one of my favorites because it’s a delicious learning mix of fine motor, spatial awareness, problem solving and pantry clean-out skills!

For Fit the Top you will need to dig out your entire mess of a Tupperware collection from that forgotten kitchen cupboard.

Or, if your Tupperware is unusually orderly (round of applause from us!), grab a large collection of different sized plastic water bottles and their lids.

Water bottles are probably more fun, but using Tupperware does double duty of getting you organized, so maybe a combo of both is best.

Lay out all Tupperware and water bottles in one pile and put lids in another.  Ask your preschooler to help you organize by finding the right lids to go with the right container.

Popping and screwing the lids on their correct containers exercises those fine motor muscles.

Ensuring the right size/shape lid goes with the right container helps practice both spatial awareness and problem solving skills.

Pro Tip: Help Your Child Become Better at Problem Solving

Enroll your child for the Atlas Mission and let your child play with this award-winning educational program. Your child will become better at problem solving without even realizing it!

3. I’m Being Silly

I’m Being Silly is an on-the-fly story telling game.  The parent starts off with a simple story and the preschooler has to stop them when they’ve said something silly.  Here’s an example:

Johnny was a four-year-old boy on his way to school. As he left, he grabbed his car keys and buckled himself into the driver’s seat.

If they don’t stop you here at the silliness of Johnny driving the car himself to school, just keep going.  Maybe Johnny gets to recess and all the teachers are playing on the slides and swings while Johnny has playground duty.

When he gets home he might first take off his socks and then his shoes.

Customize the difficulty of the hidden sillies to the level of your child’s problem solving skills.  Chances are they will love this game enough to turn the tables and see if you can catch the silliness in their own stories!

4. Pattern Blocks

Pattern blocks or tangrams (the colorful blocks that come in different geometrical shapes) provide fun problem solving activities simply by being played with.

If you want to increase the challenge, a quick google search will pull up hundreds of patterns to print and copy.  Your preschooler will be proud of the intricate designs he can create just by following the cards.

This is a great independent activity when you need some quiet time for yourself or you can build something and ask your child to copy it. Take turns trying to stump each other with your designs.

5. Fort Building and Escaping Lava Alligators

Every child must build a fort in their living room. It’s a rite of passage.

Equally, they must pretend the living room floor is lava filled with alligators and use your couch cushions to create a safe route around them.

Whether you set out materials or just consciously ignore your urge to remind your preschooler that the couch cushions are not trampolines, this creative game is an exercise in solving problems — albeit imaginary ones.

The easiest materials for fort building are sheets and clothespins, but anything your child finds is fine.

To escape Lava Alligators, the appropriate tools are (unfortunately) your favorite couch cushions, but Lava Alligators can also be rehomed to the driveway with hand drawn sidewalk chalk squares working as the safety stones if necessary.

6. Build a Maze

Using blocks, chairs, cardboard boxes, or masking tape you can create a maze for your preschooler to get lost in while working on his critical problem solving skills. It can be small enough for his cars to drive through or big enough for him to walk through.

Be warned, giant cardboard mazes in the backyard have a tendency to attract all the neighborhood kids for a full afternoon of problem-solving fun.

You may end up being forever known as the Coolest Mom on the Block.

We hope you can handle that.

7. Pack my Bag

With Pack my Bag, your preschooler can prepare for a real trip or an imaginary one.  Have him help you prepare for the day’s activities by asking him questions.

What does the weather look like outside? What clothes should we wear? Will we need an umbrella, sunscreen, or a parka?

After we get out of the pool, we will want to get dry, so what will we need? I think we will be gone a while, do you think someone will get hungry?

My example questions might be too direct or just enough depending on your preschooler’s current problem solving skills. The trick is to ask questions that lead him just enough, but still give him some thinking work to do on his own.

8. Preschool Detective

This game can be done with or without the detective hat and magnifying glass.  In this game, Mom gives a clue about an object, then preschooler makes a guess.

Likely she will guess wrong after just one clue, so Mom will provide another one and she can guess again.  This keeps going until the preschooler has guessed correctly. Here’s an example of how this game could go:

Mom: I’m thinking of something big and soft

Preschooler: A bear?

Mom: Nope, it’s something you keep in the house.

Preschooler: The rug?

Mom: Not quite.  It’s something that you use at night and should be in right now, but you’ve left it three times to ask for another glass of water.

Preschooler: My bed?

Mom: That’s right! You win!

As her problem solving skills increase, the clues can be made harder encouraging her to ask more questions.

This is a fun game as is, or can be played with a point system where the preschooler gets a point for each incorrect guess. Each time she plays, she can try to finish with fewer points than the last time.

Usually, no prize is needed for this game, but if this exact scenario arises, a one-way trip back to the above-mentioned bed with one last Mom tuck-in is a fantastic grand prize for guessing.

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About the Author

Jodi Burnett creates educational content for the Atlas Mission . In an earlier life, she used to write the parenting column for a leading regional newspaper, the Tremonton Leader. She now spends her days researching educational methods, playing with microscopes, homeschooling her 4 children, and having a crazy time learning out in the world alongside her kids. She lives near the gorgeous Wasatch Mountains in Salt Lake City with her husband, 4 children, and a chubby snorting pug.

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Heart-Mind Online

5-step problem solving for young children.

• Solves Problems Peacefully

Even young children can be taught to solve their problems peacefully with these 5 steps: 

Step One: How do you feel? Calm down. – Often when we encounter a problem, we feel frustrated or angry. Before we can solve our problem, we need to know how we are feeling and calm down. There are different ways to calm down; we could take a break, take three deep breaths, use " milkshake breathing [ 1 ] ".

Step Two: What is the Problem? – We need to know what the problem is before we can solve it. Why do you feel angry or upset? Remember this problem belongs to you, not other people.

Step Three: Come up with Solutions – It is helpful to think of as many different solutions to the problem as possible. Not every solution will work. A solution might work one time but not another time. The more problems you solve, the easier it is to think of solutions.

Step Four: What would happen? – Think about what would happen if you chose each of the solutions you came up with. Is the solution safe? A safe solution means no one will be hurt or upset. Is the solution fair? How will everyone feel?

Step Five: Try the Solution – Choose a solution. Try your solution. Did it solve the problem? If the solution does not solve the problem, you can try one of the other solutions you came up with.

Lesson Plan: Solving Problems Peacefully

Background & learning outcomes:.

This activity  [ 2 ] is written for children ages 4-6 for a child care setting, preschool, kindergarten or in the home. It can be adapted, however for other ages. By teaching children basic problem solving steps and providing opportunities for them to practice this skill, children can become competent problem solvers.

• Large paper and marker for writing solution ideas

Teaching and Learning Activities:

Introduce the topic of "problems." Ask children to share problems they have had recently. You can add your own examples of problems you have had or problems you have observed in the classroom.

Explain to the children that they can become expert problem solvers by using five problem solving steps.

Introduce and briefly explain each of the problem-solving steps.

Pick an example of a problem the children shared. Work through the problem with the children using the five problem solving steps.

Step 1: How do you feel? Calm down.  Ask the children to identify how they felt or how they might feel if this problem happened to them. Ask them for suggestions to calm down. Practice ways to calm down, like taking three deep breaths.

Step 2: What is the Problem?  Ask children to describe what the problem is. Help children to reframe the problem so it is defined as their problem, not someone else’s problem. For example: “I want to use the red crayon,” instead of, “they won’t share the red crayon.”

Step 3: Come up with Solutions.  Encourage children think of as many solutions as possible. In the beginning, you may need to help them with solutions. Write down the possible solutions. The focus at this step is just to generate as many solutions as possible, not to evaluate solutions.

Step 4: What would happen?  Ask children to think what would happen next if they chose a solution. Is the solution safe? A safe solution means no one will get hurt. Is the solution fair? How will everyone feel? Have the children go through the solutions they generated and think about what would happen next. Role playing the solutions can help children understand the possible consequences.

Step 5: Try the Solution.  Have the children pick a solution to the problem. Will the problem be resolved? The chosen solution can also be role played.

Adaptations:

• Accompanying each step with a visual cue is helpful, particularly for children with limited verbal skills.
• Depending on the age and attention span of the children, practicing the problem-solving steps using an example problem can be split into different lessons. Start by introducing the five steps in the first lesson, then in each subsequent lesson, practice one step.
• Role play different solutions to problems with children to help them understand the consequences of solutions.

Follow-Up Activities:

Once children have been taught these five steps to problem solving, they need opportunities to practice using them. These follow-up activities reinforce the problem-solving steps and provide practice opportunities:

Post visuals of the problem-solving steps in the room where they are visible for children to refer to on an ongoing basis.

Return to the problem solving steps regularly. Have the children provide other examples of problems they have encountered or create hypothetical problems that are relevant to their lives. Work through these problems as a class, using the problem solving steps.

When problems arise in the classroom, remind children to use their problem solving steps and guide them through the process. As they become more competent problem solvers, they will require less assistance to work through the steps.

Role model effective problem solving for your child.

Select children’s books where the characters encounter a problem. Ask the children how the character in the story could solve their problem. Encourage a variety of solutions. Have the children act out the problem and possible solutions. Book examples include:

A Good Day  (2007) by Kevin Henkes.  Bird, Fox, Dog, and Squirrel are not starting their day off very well. However, with a little patience, they find that they are able to overcome minor setbacks in order to have a very good day after all. Ages 0-6.

Bobby vs. Girls (accidentally)  (2009) by Lisa Yee.  Bobby and Holly have been best friends for years, until a disagreement threatens to break them up for good. However, when their argument accidentally sparks a full-out war between the boys and girls in their fourth-grade class, they must come up with a way to return things to normal. Ages 6-12.  

• Conflict Resolution
• Self-Regulation
• Early Years
• Middle Years

Learn more about "milkshake breathing" and ways to teach children this and other important calming skills.

Adapted from: Joseph, G.E. & Strain, P.S. (2010). Teaching Young Children Interpersonal Problem-Solving Skills. Young Exceptional Children, 13, 28-40.

ADAM & Mila

The Ultimate List of Creative Problem Solving Activities for Toddlers

We will explore problem solving skills, milestones and creative problem solving examples for kids that you will have fun trying with your little one.

Let’s Define Problem Solving

It’s simple. Problem solving is a skill set used by your baby that incorporates his or her ability to perceive, think, and gain understanding about his or her world; including remembering and decision-making. All of these problem solving skills are also known as cognitive skills .

Purposeful Problem Solving

Problem solving is a skill that begins early in your baby’s life. But there is a difference between simple problem solving and purposeful problem solving. Let’s explain.

Purposeful problem solving involves an intended action to achieve a desired result. Your child will use a specific problem solving approach to achieve this. They may include:

• Manipulating objects
• Learning about different properties of objects
• Learning how to get things done in the easiest way

Overcoming Obstacles

Overcoming obstacles is a necessity in becoming good at problem solving . There are times when you will be convinced that your child is a genius with the clever ways he can overcome the obstacles that stand in his way!

Everyday Problems and Solutions

Make way for your little creative thinker! Overcoming obstacles in clever ways is what your little one does best. These clever ways are not always verbal (especially at a younger age), it is important to practice nonverbal problem solving activities. So, what will your baby’s creative problem solving abilities look like? Take a look at two examples of problem solving life skills activities:

Life Problem: Your child sees her bottle sticking out of the diaper bag that is slightly out of reach. Solution: Your child pulls at the strap of the diaper bag to pull it closer to her.

Life Problem: Your child sees his favorite toy on the other side of the laundry basket. Solution: He crawls around the laundry basket to get his toy.

Understanding Cognitive Development

Cognitive development is your child’s ability to communicate, think, and problem solve. As your child grows, his or her brain is growing as well. As your child’s cognitive skills become more developed, the more he or she will begin to explore their world and test things in his or her environment. Understanding your baby’s cognitive development is key to chosing the best activities to help your baby master his or her problem solving skills.

Resist Coming to the Rescue

One great tip for parents is to not be so quick to come to the aid of your child when he or she faces small everyday problems. By allowing your baby the time and space to figure things out for himself, you help him build confidence and grow his ability to problem solve.

Tips for Easy Creative Problem Solving Activities

We at ADAM & Mila wish to provide practical and easy to apply ideas for fun and educational activities. There is a variety of easy brain boosting activities to stimulate your baby’s brain, increase his or her critical thinking skills , and help your little one become a great problem solver. There are a lot of activities that you can do with your child.

Problem Solving Activities For Infants

• Sing to your baby
• Read to your baby every day

Problem Solving Activities For Toddlers

• Play peek-a-boo
• Play hide-and-seek with objects
• Play with puzzles, blocks, or drawing materials

Problem Solving Activities For Children Age 2-3

• Sort objects by color, size, and shape
• Help your child “write” his own book by writing his words while he or she draws the pictures
• Teach the words; on, under, behind, around by playing games like Simon Says
• Provide a “dress-up” box for your child for imaginative play

The Milestones of Developing Methodical Problem Solving Skills

Below we have collected all the milestones your child will go through month-by-month as he or she acquire these critical problem solving skills.

That Second Reach

Development Milestone emerges from age 5 to 7 months.

At about 5 months old, your child will begin to purposely reach for second objects while still holding on to the first one. For example, while holding one toy in his hands, he may use his other hand to reach for a second toy. He does not, however, have to necessarily pick it up.

Works for It

Development Milestone emerges from age 5 to 9 months.

Now, your baby’s movements start to demonstrate clear purpose, intention, and persistence while repeatedly reaching for objects. This is when your child will try and try again to get that ball he really wants that is out of his reach. He may reach, stretch, or even wiggle to get it.

Drops Object to Pick Up New Object

Development Milestone emerges from age 6 to 8 months.

At this age, if your little one is holding an object or toy in each of her hands, she may drop one of them to pick up a new object without even thinking about it. She isn’t yet purposefully trying to think of a way to hold all three, which is why she will drop one toy to get the new one.

Reaches for New Object While Holding Two

Development Milestone emerges from age 8 to 10 months.

Unlike the stage before, this time when your child is holding an object in each of his hands, he will attempt to pick up a third one without dropping the ones he is already holding. There is a thought process of how to hold the third item, whether it is by adjusting his grasp on the current two items, reaching with his mouth for the third item or coming up with another way.

Pulling It Closer

Now, when your child sees his favorite toy resting on a towel or sheet out of reach, he will simply purposely pull the towel or sheet with the toy on it closer to him. Observe this milestone on your child by simply placing a toy on a towel on the floor and see what your child does.

Development Milestone emerges from age 8 to 11 months.

Nothing is going to stop your little one from getting to the toy he wants! Not a box, laundry basket, or pillow. At this age, your baby will figure out a way to get that toy he wants, even if he has to push, reach above, or move around something to get it.

Getting in Motion to Grab an Object

Development Milestone emerges from age 9 to 12 months.

Now, your child is ready to crawl, creep, scoot, roll, climb, or walk to get to that toy she wants! You can test to see if your child has mastered this milestone by placing a toy that has multiple pieces like a stacking toy around the room. Place the base of the stacking toy by your child and the rings around the room and watch as your child problem solves to find the rings and bring them back to the base.

Pulling Toy Horizontally by a Handle or Strap

This stage shows your child’s understanding of how two objects are connected and how one can influence the movement of the other. So, you may see your child pull at a shoestring to get her shoe or the strap of a diaper bag to get her bottle or sippy cup.

Pulling Toy Vertically by a Handle or Strap

Development Milestone emerges from age 13 to 15 months.

Now that she has mastered pulling horizontally at a string or strap of an object to bring it closer to her, she will begin to pull at strings or straps that are hanging to pull an object up to her. For example, she may pull a string or plastic chain link of a toy dangling from her high chair.

Flips Over Container to Get to Small Objects

Development Milestone emerges from age 12 to 18 months.

When trying to get at a small object inside of a container, your baby will likely try to get at it by poking his finger in it or shaking it. However, after showing him how, your baby will flip over the container and begin to shake it until the desired object falls out.

Simple Problem Solving with Tools

Development Milestone emerges from age 17 to 24 months.

At this stage, your child will use an unrelated object to get the object she actually wants. For example, she may grab a nearby stick (or spatula) to get her favorite toy out from underneath the couch or she may invent other ways to solve her problem of getting her favorite toy out.

Turning Doorknobs

Development Milestone emerges from age 21 to 23 months.

Now, the fun begins (depending on your idea of fun) because your toddler has figured out that he or she can get to the other side of the door by simply turning the doorknob. This means you need to do another round of baby proofing. A door is no longer an obstacle.

These are some of the many milestones that your child is mastering as he or she is growing from infant to toddler. Your baby’s ability to problem solve is an important one. It can also be a lot of fun to help them along the way as that skill continues to develop. It is important to note that every baby learns at his or her own pace. So, don’t worry if your baby isn’t doing what your neighbor’s kid was doing at that age. Always speak to your pediatrician for serious concerns. Otherwise, try out some fun activities with your baby that we know will benefit both you and your child. Oh, and remember to have fun!

We hope that this article was helpful to you. We would love to know what you think! Please share our article with others who might benefit from it.

Read our complete guide to Cognitive Development Milestones

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Grand ma Iris says

April 3, 2019 at 6:27 pm

Enjoyed reading your article on early childhood growth and thinking process for problem solving. Helpful

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Developing Problem-Solving Skills for Kids | Strategies & Tips

We've made teaching problem-solving skills for kids a whole lot easier! Keep reading and comment below with any other tips you have for your classroom!

Problem-Solving Skills for Kids: The Real Deal

Picture this: You've carefully created an assignment for your class. The step-by-step instructions are crystal clear. During class time, you walk through all the directions, and the response is awesome. Your students are ready! It's finally time for them to start working individually and then... 8 hands shoot up with questions. You hear one student mumble in the distance, "Wait, I don't get this" followed by the dreaded, "What are we supposed to be doing again?"

When I was a new computer science teacher, I would have this exact situation happen. As a result, I would end up scrambling to help each individual student with their problems until half the class period was eaten up. I assumed that in order for my students to learn best, I needed to be there to help answer questions immediately so they could move forward and complete the assignment.

Here's what I wish I had known when I started teaching coding to elementary students - the process of grappling with an assignment's content can be more important than completing the assignment's product. That said, not every student knows how to grapple, or struggle, in order to get to the "aha!" moment and solve a problem independently. The good news is, the ability to creatively solve problems is not a fixed skill. It can be learned by students, nurtured by teachers, and practiced by everyone!

Your students are absolutely capable of navigating and solving problems on their own. Here are some strategies, tips, and resources that can help:

Problem-Solving Skills for Kids: Student Strategies

These are strategies your students can use during independent work time to become creative problem solvers.

1. Go Step-By-Step Through The Problem-Solving Sequence 

Post problem-solving anchor charts and references on your classroom wall or pin them to your Google Classroom - anything to make them accessible to students. When they ask for help, invite them to reference the charts first.

2. Revisit Past Problems

If a student gets stuck, they should ask themself, "Have I ever seen a problem like this before? If so, how did I solve it?" Chances are, your students have tackled something similar already and can recycle the same strategies they used before to solve the problem this time around.

3. Document What Doesn’t Work

Sometimes finding the answer to a problem requires the process of elimination. Have your students attempt to solve a problem at least two different ways before reaching out to you for help. Even better, encourage them write down their "Not-The-Answers" so you can see their thought process when you do step in to support. Cool thing is, you likely won't need to! By attempting to solve a problem in multiple different ways, students will often come across the answer on their own.

4. "3 Before Me"

Let's say your students have gone through the Problem Solving Process, revisited past problems, and documented what doesn't work. Now, they know it's time to ask someone for help. Great! But before you jump into save the day, practice "3 Before Me". This means students need to ask 3 other classmates their question before asking the teacher. By doing this, students practice helpful 21st century skills like collaboration and communication, and can usually find the info they're looking for on the way.

Problem-Solving Skills for Kids: Teacher Tips

These are tips that you, the teacher, can use to support students in developing creative problem-solving skills for kids.

1. Ask Open Ended Questions

When a student asks for help, it can be tempting to give them the answer they're looking for so you can both move on. But what this actually does is prevent the student from developing the skills needed to solve the problem on their own. Instead of giving answers, try using open-ended questions and prompts. Here are some examples:

2. Encourage Grappling

Grappling  is everything a student might do when faced with a problem that does not have a clear solution. As explained in this article from Edutopia , this doesn't just mean perseverance! Grappling is more than that - it includes critical thinking, asking questions, observing evidence, asking more questions, forming hypotheses, and constructing a deep understanding of an issue.

There are lots of ways to provide opportunities for grappling. Anything that includes the Engineering Design Process is a good one! Examples include:

• Engineering or Art Projects
• Design-thinking challenges
• Computer science projects
• Science experiments

3. Emphasize Process Over Product

For elementary students, reflecting on the process of solving a problem helps them develop a growth mindset . Getting an answer "wrong" doesn't need to be a bad thing! What matters most are the steps they took to get there and how they might change their approach next time. As a teacher, you can support students in learning this reflection process.

4. Model The Strategies Yourself! 

As creative problem-solving skills for kids are being learned, there will likely be moments where they are frustrated or unsure. Here are some easy ways you can model what creative problem-solving looks and sounds like.

• Ask clarifying questions if you don't understand something
• Admit when don't know the correct answer
• Talk through multiple possible outcomes for different situations 
• Verbalize how you’re feeling when you find a problem

Practicing these strategies with your students will help create a learning environment where grappling, failing, and growing is celebrated!

Problem-Solving Skill for Kids

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6 Effective Strategies to Promote Problem-Solving Skills in Young Children

Problem-solving is a critical skill that helps children navigate the challenges they face throughout their lives. As early childhood educators, we can encourage and promote problem-solving skills in young children from the earliest stages of development. Here are some strategies for promoting problem-solving skills in young children:

1. Encourage exploration and experimentation

Young children are naturally curious and love to explore their surroundings. Encourage this natural curiosity by providing opportunities for your child to experiment with different materials and objects. This can help them develop their problem-solving skills by encouraging them to explore and discover new solutions to challenges. Here are some examples of how to encourage exploration and experimentation in young children:

• Sensory Play Sensory play involves providing children with materials that stimulate their senses, such as touch, sight, smell, and sound. Examples of sensory play materials include water, sand, play dough, and different textures of fabrics. Sensory play allows children to explore their environment and develop their creativity and problem-solving skills by manipulating materials to create different outcomes.
• Block Play Blocks are an excellent tool for promoting exploration and experimentation in young children. Children can build structures and experiment with different block combinations to create different outcomes. Block play encourages children to develop their spatial awareness, hand-eye coordination, and problem-solving skills.
• Outdoor Play Outdoor play provides young children with endless opportunities for exploration and experimentation. Nature provides an endless variety of materials for children to explore, such as rocks, sticks, and leaves. Children can create their own outdoor play spaces and experiment with building structures or creating games.
• Art and Craft Activities Art and craft activities are a fantastic way to encourage exploration and experimentation in young children. Children can experiment with different materials such as paint, glue, and paper to create different outcomes. Encouraging children to experiment with different materials and techniques can help them develop their problem-solving skills and creativity.
• Science Experiments Simple science experiments are a great way to encourage exploration and experimentation in young children. Children can observe cause and effect relationships by experimenting with different materials or processes. For example, children can experiment with different ingredients to make slime, or create a volcano eruption with baking soda and vinegar.

2. Promote imaginative play

Imaginative play can be a valuable tool for promoting problem-solving skills. By engaging in pretend play, children can develop their creativity, critical thinking, and problem-solving abilities. Encourage your child to engage in imaginative play by providing them with props and toys that stimulate their imagination. Here are some examples of how to promote imaginative play in young children:

• Pretend Play Pretend play involves children creating imaginary scenarios and acting them out using props and toys. Children can engage in pretend play with dolls, toy cars, play kitchen, and other props that stimulate their imagination. Pretend play allows children to explore different roles, experiment with different scenarios, and develop their problem-solving skills by working through imaginary conflicts and scenarios.
• Dress-Up Dress-up allows children to experiment with different identities and roles. Children can dress up in different costumes and props and create imaginary scenarios. Dress-up encourages children to use their creativity, develop their empathy and social skills, and engage in problem-solving by working through imaginary conflicts.
• Storytelling Storytelling is an excellent way to promote imaginative play and encourage problem-solving skills. Children can create their own stories, or teachers can read them stories and encourage them to retell or create their own versions. Storytelling encourages children to use their creativity, develop their language skills, and engage in problem-solving by imagining different outcomes.
• Creative Play Spaces Creating a dedicated play space can promote imaginative play and problem-solving skills in young children. A play space can be designed to encourage imaginative play, such as a play kitchen, a dress-up area, or a building area. Providing children with the necessary props and materials to stimulate their imagination can help them develop their problem-solving skills by encouraging them to create different scenarios.
• Open-Ended Toys Open-ended toys, such as blocks, art materials, and playdough, can be used in a variety of ways to promote imaginative play and problem-solving skills. Children can experiment with different combinations and create their own scenarios, developing their creativity and problem-solving abilities.

3. Teach problem-solving vocabulary

Introducing problem-solving vocabulary is an important way to promote problem-solving skills in young children. By learning problem-solving vocabulary, children can better understand and communicate about the problem-solving process. Here are some examples of problem-solving vocabulary and how to teach it to young children:

• Identify the problem To identify a problem, children need to be able to recognize when something isn’t working as it should. Teach children words and phrases like “I’m stuck,” “This isn’t working,” or “I need help.” Encourage them to communicate when they encounter a problem and ask for help when needed.
• Brainstorming Brainstorming involves generating many different ideas to solve a problem. Teach children words and phrases like “let’s think of some ideas,” “what are some possible solutions,” or “what else could we try.” Encourage them to come up with many different ideas, even if they seem silly or unlikely to work.
• Evaluate solutions After generating ideas, children need to evaluate each solution to determine which is the best one. Teach children words and phrases like “let’s see which idea would work best,” “what are the pros and cons of each idea,” or “which solution would be most helpful.” Encourage them to consider all the possible solutions and evaluate each one carefully.
• Make a plan Once a solution has been chosen, children need to make a plan to implement it. Teach children words and phrases like “let’s make a plan,” “what steps do we need to take,” or “how can we make this happen.” Encourage them to break down the solution into smaller steps and create a plan for each step.
• Reflect on the outcome After trying out a solution, it’s important to reflect on what worked and what didn’t. Teach children words and phrases like “how did it go,” “did our plan work,” or “what could we do differently next time.” Encourage them to reflect on the outcome and use what they learned to solve similar problems in the future.

4. Model problem-solving skills

Children learn by watching and imitating the behavior of adults around them. Therefore, modeling problem-solving skills is essential for promoting these skills in young children. Let your child see you working through problems, and encourage them to ask questions and offer suggestions. When children see adults or peers effectively solve problems, they are more likely to learn and apply those skills themselves. Here are some examples of how to model problem-solving skills for young children:

• Narrate your problem-solving process When you encounter a problem, narrate your problem-solving process out loud to show children how you think through and solve the problem. For example, “I’m trying to figure out how to fix this toy. First, I need to look at the instructions and see what’s wrong. Then, I can try a few different solutions until I find one that works.”
• Use real-world scenarios Use real-world scenarios to model problem-solving skills, such as fixing a broken toy, figuring out a puzzle, or finding a lost item. Show children how you use critical thinking and problem-solving strategies to tackle the problem, and encourage them to ask questions and offer their own solutions.
• Role-play Role-playing scenarios where children can practice problem-solving skills can be a fun and effective way to model these skills. For example, you can set up a pretend store where children can practice making decisions and solving problems related to shopping.
• Provide opportunities for problem-solving Provide children with opportunities to practice problem-solving skills in everyday activities and invite parent to do the same while cooking, cleaning, or planning a family outing. Encourage them to work through problems and come up with solutions, and praise them for their efforts.
• Collaborate on problem-solving Collaborating with children on problem-solving tasks can model effective problem-solving skills and promote teamwork. Work together to solve problems, and show children how to communicate, negotiate, and compromise to achieve a common goal.

5. Allow for independent problem-solving

While it’s essential to support young children as they develop their problem-solving skills, it’s also important to allow them to work independently. Allowing children to work through problems on their own can help them develop their critical thinking skills and build confidence in their abilities . Here are some examples of how to allow for independent problem-solving:

• Give them space Allow children to have some time and space to work through problems on their own. Resist the urge to jump in and solve the problem for them, unless it’s a safety issue. Instead, observe from a distance and offer encouragement and support as needed.
• Encourage risk-taking Encourage children to take risks and try new things, even if they might not work out. When they encounter a problem or setback, remind them that mistakes are a natural part of the learning process and encourage them to keep trying.
• Offer open-ended activities Offer open-ended activities that allow for creativity and problem-solving, such as building with blocks, creating art, or playing with sensory materials as was mentioned earlier. These activities encourage children to use their imagination and experiment with different solutions.
• Provide tools and resources Provide children with tools and resources that they can use to solve problems independently, such as a toolbox or a collection of building materials. These resources can give children the confidence to tackle problems on their own.
• Praise effort and progress When children are working on solving a problem, praise their effort and progress, even if the solution isn’t perfect. Focus on the process of problem-solving, rather than the end result, and encourage children to keep trying and learning.

6. Encourage persistence

Encouraging persistence is critical for promoting problem-solving skills in young children. When your child encounters a problem, encourage them to keep trying and not give up. Celebrate their successes and encourage them to learn from their mistakes. When children learn to persevere through challenges and setbacks, they build resilience and develop the confidence to tackle difficult problems. Here are some examples of how to encourage persistence:

• Provide age-appropriate challenges Provide children with challenges that are appropriate for their age and skill level. Challenges that are too difficult can be frustrating and lead to giving up, while challenges that are too easy can be boring. Finding the right level of challenge can motivate children to keep trying and push themselves.
• Offer encouragement Offer words of encouragement and support when children encounter challenges. Let them know that you believe in them and that you know they can figure it out. Encourage them to keep trying and remind them of their past successes.
• Focus on progress Focus on progress rather than perfection. Celebrate small successes and milestones along the way, even if the problem isn’t fully solved yet. This can help children see that progress is possible and encourage them to keep going.
• Model persistence Model persistence and a positive attitude in your own problem-solving efforts. When children see you persisting through challenges and setbacks, they are more likely to adopt a similar mindset.
• Use positive self-talk Encourage children to use positive self-talk when they encounter challenges. Teach them to say things like, “I can do this,” “I just need to keep trying,” and “I’ll figure it out eventually.”

In conclusion, promoting problem-solving skills in young children is critical for their overall development. By providing opportunities for exploration and experimentation, promoting imaginative play, teaching problem-solving vocabulary, modeling problem-solving skills, allowing for independent problem-solving, and encouraging persistence, we can help our children develop these essential skills that will serve them throughout their lives.

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How Your Child Learns to Problem-Solve

Your preschooler is figuring out what things are, why things are, and how things work..

In the course of your child's day, dozens of questions like these arise: "What's inside this box?" "How can I get into it?" "How far can I throw this ball?" "What will happen if I spill all of the crayons out of the box?" "I wonder if my teddy bear floats?" "How can I get these pieces of paper to stick to that piece of paper?" "Why does my block tower keep falling over?"

By asking these questions, your child is identifying and figuring out ways to solve them, and trying out her ideas. Every time she experiments with and investigates things in her world, such as how far water will squirt from a sprayer and what's inside a seedpod, for example, she is building her ability to solve problems. This is also true when she selects materials for building or when she learns to resolve an argument with a friend or sibling over a toy.

If we look at this process more closely, we discover that problem solving involves both creative and critical thinking. Both are necessary to figure out the solutions to problems of all kinds.

Creative Thinking

Creative thinking is the heart of problem solving. It is the ability to see a different way to do something, generate new ideas, and use materials in new ways. Central to creative thinking is the willingness to take risks, to experiment, and even to make a mistake. Part of creative thinking is "fluent" thinking, which is the ability to generate or brainstorm ideas. So ask your child "wide-open" questions! For instance, ask him to:

• imagine all the different ways to get to school (walking, flying, driving, swimming!).
• name everything he can think of that's red.
• name everything he can think of that's round.
• imagine all the things he could make out of clay or paper bags or even an empty box.

These are good examples of thinking problems that have many right answers. Research has shown that the ability to think fluently has a high correlation to school success later on. Another part of creative thinking is "flexible" thinking, which is the ability to see many possibilities or to view objects or situations in different ways. The next time your child pretends a pot is a hat or a spoon is a microphone or speculates on all the reasons that a child in a picture might feel sad, he is practicing his flexible thinking.

Critical Thinking

Critical, or logical, thinking is the ability to break an idea into its parts and analyze them. The math skills of sorting and classifying, comparing similarities and differences, are all parts of critical thinking. Whenever your child looks at, say, two glasses of juice and tries to figure out which one holds more, he is practicing this kind of thinking. To encourage it, ask your child:

• how many different ways he can sort his blocks.
• how many different ways he can make a building out of the blocks.
• how the building would be different if he used blocks of only one size.
• how a bottle of juice and his lunch box are alike and how they are different.
• how family members' shoes are alike and how they are different.

Asking questions about things that don't seem to make sense is another way children think critically. Questions such as "Why do I have a shadow on the playground but not inside?" or "Why can't I see the wind?" are examples of critical thinking. You don't need to have one right answer, but do encourage your child to express his ideas. There's one other thing to remember about problem solving: It's fun! So make room for spontaneity and prepare yourself to be surprised and delighted as you discover your child's unique way of thinking.

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Problem Solving Activities for Toddlers

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7 Problem Solving Activities for Toddlers

If you have a toddler, challenges like tough homework problems or social dilemmas are still a long way off. But their brains are already working to build the cognitive skills they’ll need to solve life’s “big” problems later on. For now, problem-solving activities – even ones that seem simple to us – can help them boost their cognition, resilience, and creativity. Best of all? These “problems” are actually fun! Here are seven simple problem-solving activities for toddlers and preschoolers you can start trying right away!

Memory Games

Those little memory card games with matching pictures are great for building concentration, memory, and problem-solving skills in your toddler! Many sets might come with a few too many pairs for a toddler to handle without help, so start with just three to four pairs and see if they can match them up! As they begin to master that, you can add in more and more pairs until they’re working with the entire deck. If you don’t have a deck, you can easily DIY your own with online printables or your own drawings.

Shape Sorters

Shape sorters are a classic problem-solving toy for young toddlers. In addition to matching the shapes to the correct holes, they’ll also need to figure out why the shapes don’t always fit into the hole, requiring them to rotate the shape or make subtle adjustments to their grip.

Sorting/ Grouping by Category

Sorting activities are excellent for toddlers’ problem solving and cognitive development, so there’s no need to stop with shape sorters! Set up simple activities that allow them to sort by a variety of categories. This can be as simple as letting them unload the dishwasher silverware tray into the silverware organizer. Or ask them to gather up all the yellow items they see in a room.

Rotating puzzles is a great way to keep the problem-solving challenge fresh for your toddler. Even a familiar puzzle can present a fun, “new” challenge for your toddler if they haven’t seen it in weeks.

Hide the Teddy Bear

One cognitive milestone for two-year-olds is the ability to find an object that’s been hidden under two or more layers. Once they’ve mastered that, they’ll be ready for more advanced hiding games. Try hiding a teddy bear or other toy when they aren’t looking and then give them clues to find it. You can start off with basic directions and then progress to tougher clues or games of warmer/ colder.

Help Mommy/ Daddy

Toddlers love to help, and helping Mommy or Daddy with a problem can be a lot less frustrating than solving their own. For example, if your little one has been determined to put on their own socks lately but always ends up super frustrated, try mimicking the same problem yourself and asking for their help. You can coach them through the process (“Now we need to stretch out the opening of the sock!”), and because their emotions aren’t already running high, they’ll be more likely to actually absorb your tips. You can model how to stay calm through frustrating situations and help them build confidence in their ability to tackle the same problem later.

Constructive Play Toys

The ability to build a block tower of four or more blocks is actually considered a cognitive milestone for two-year-olds. For three-year-olds, a tower of six or more blocks is the expected milestone. That’s because building anything, even a simple block tower, is a true problem-solving challenge for toddlers. Blocks, train sets, and other building toys let your child work out how to balance, fit pieces together, and deal with frustration as they learn to master the challenge.

Building Problem-Solving Skills for Preschoolers

Definition and significance of problem-solving skills in preschoolers, overview of typical problem-solving scenarios for preschoolers, math problem-solving activities for preschoolers, creative problem-solving games and activities, utilizing problem-solving cards for interactive learning, how to teach problem-solving to preschoolers effectively, incorporating problem-solving steps into everyday activities, role of adults in facilitating problem-solving skills, recommended problem-solving books for preschoolers, reputable online resources, using problem-solving worksheets as a learning tool, real-life problem-solving scenarios for preschoolers to navigate.

In the early years of childhood development, problem-solving skills are foundational to cognitive growth and practical learning. This article explores engaging activities, scenarios, and resources designed to foster these critical skills in young learners. Through a variety of methods, including interactive games, math activities, and educational books, preschoolers can develop the ability to navigate challenges, leading to enhanced learning experiences and a solid foundation for future academic success.

To cultivate these essential skills in your preschooler and lay a strong foundation for their future, explore the wealth of problem-solving activities, games, and resources available. Embrace the joy of learning together and watch as your child’s problem-solving abilities flourish. Begin this exciting journey now and open a world of possibilities for your little learner!

Understanding Problem-Solving for Preschoolers

Problem-solving skills in preschoolers refer to their ability to understand a problem, think through solutions, and execute a plan to overcome it. This capability is vital for their cognitive development and helps in navigating daily challenges. Preschoolers encounter problem-solving scenarios in various forms, such as puzzles, social interactions, and play activities, where they learn to make decisions, analyze outcomes, and adapt to new situations. Engaging them in targeted problem-solving activities and games can significantly enhance these skills, preparing them for future more complex tasks and decision-making processes.

Preschoolers encounter various problem-solving scenarios daily, which are crucial for their cognitive, social, and emotional development. These scenarios typically involve challenges or situations that require them to analyze, make decisions, and find solutions. Here’s an overview of common types of problem-solving situations preschoolers might face:

• Social Interactions: Learning to share toys, taking turns, and resolving conflicts with peers are common problems requiring negotiation and empathy.
• Self-care Tasks: Dressing themselves, tying shoelaces, or managing basic hygiene tasks demand practical problem-solving skills and fine motor coordination.
• Academic Challenges: Simple puzzles, building blocks, and age-appropriate educational games encourage critical thinking, pattern recognition, and logical reasoning.
• Emotional Regulation: Identifying and managing their feelings, like frustration or sadness, when things don’t go as planned, teaching them to find constructive solutions.
• Environmental Navigation: Overcoming physical obstacles, like reaching a high shelf or navigating a new play area, requires spatial awareness and physical judgment.

Problem-Solving Activities for Preschoolers

Math problem-solving activities for preschoolers should be engaging and hands-on, helping them understand basic mathematical concepts through play and exploration. Here’s a list of activities designed to enhance their math problem-solving skills:

• Sorting and Categorizing: Children sort objects by color, size, shape, or type, which develops their ability to recognize patterns and categories.
• Counting Games: Using toys, beads, or blocks to count aloud helps preschoolers understand numbers and quantity.
• Simple Puzzles: Completing puzzles with different shapes and sizes teaches spatial awareness and geometric concepts.
• Matching Activities: Pairing matching items or numbers with corresponding groups of objects enhances number recognition and counting skills.
• Shape Hunts: Finding objects of specific shapes in their environment helps children identify and classify geometric shapes.
• Measurement Activities: Using rulers, measuring tapes, or comparing objects directly teaches basic measurement and comparison skills.
• Number Stories: Creating simple stories that involve addition or subtraction helps in understanding basic arithmetic operations.
• Pattern Making: Using colored blocks or beads to create and extend patterns teaches sequencing and predictive logic.

Creative problem-solving activities encourage thinking outside the box and foster innovation. Here are some games and activities that can help develop these skills:

• Story Building: Participants add to a story one sentence at a time, promoting creative thinking and collaborative storytelling.
• Invention Scramble: Children use random objects to create a new invention, encouraging imaginative thinking and resourcefulness.
• Obstacle Course: Setting up an obstacle course with specific challenges requires planning and strategy to navigate.
• Riddle Solving: Engaging in riddles and brain teasers enhances critical thinking and comprehension skills.
• Building Challenges: Using blocks or LEGO, children are tasked with constructing a structure based on a theme or specific requirements.
• Role-Playing Games: Children take on different roles and scenarios, promoting empathy and creative problem-solving in social situations.
• Art Projects: Encouraging free-form art or specific thematic projects helps in exploring creativity and expressing ideas visually.
• Treasure Hunts: Organizing a treasure hunt with clues and challenges promotes logical reasoning and teamwork.

Problem-solving cards are a versatile tool that can be used to promote interactive learning. They typically feature scenarios, questions, or challenges that prompt learners to think critically and develop solutions. Here’s how they can be used effectively:

• Scenario-Based Learning: Cards can present real-life situations that require learners to apply knowledge and critical thinking to solve problems.
• Group Discussions: Using cards to initiate group discussions encourages collaboration and the sharing of diverse perspectives.
• Role-Playing Activities : Cards can set up role-playing exercises where learners must navigate and resolve conflicts or challenges.
• Game-Based Learning: Incorporating cards into games can make learning fun and competitive, motivating learners to engage more deeply with the content.
• Skill Development Workshops: Cards can be used in workshops to practice specific skills, such as negotiation, decision-making, or creative thinking.

List of Necessary Elements for Utilizing Problem-Solving Cards

To effectively use problem-solving cards in interactive learning, certain elements are necessary:

• Varied and Relevant Content: Cards should cover various topics and scenarios relevant to the learners’ experiences and learning objectives.
• Clear and Concise Instructions: Each card should have clear, concise instructions to ensure learners understand the problem or task.
• Adaptability: Cards should be versatile enough to be used in different teaching methods and learning environments, whether in-person or online.
• Interactive Design: Engaging visuals and interactive elements on the cards can enhance the learning experience.
• Feedback Mechanism: Incorporating a way to provide feedback on the solutions or discussions generated from the cards helps in assessing understanding and progress.
• Scalability: The difficulty level of the cards should be scalable to cater to different skill levels and learning stages.
• Cultural Sensitivity: Content on the cards should be culturally sensitive and inclusive, reflecting diverse perspectives and experiences.
• Supplementary Materials: Providing additional resources or information related to the scenarios on the cards can deepen understanding and extend learning.

Teaching Strategies

Teaching problem-solving to preschoolers is about guiding them to think independently, make decisions, and learn from outcomes. Here’s how educators and parents can effectively teach problem-solving skills to preschoolers:

• Model Problem-Solving Behavior: Demonstrate how to approach problems calmly and thoughtfully, talking through the process out loud.
• Create a Safe Learning Environment: Ensure that the environment is supportive and non-judgmental, allowing children to explore solutions without fear of failure.
• Encourage Exploration and Play: Through play, children can experiment with different solutions and learn from trial and error.
• Ask Open-Ended Questions: Encourage thinking by asking questions that have no single right answer, prompting children to explore various possibilities.
• Facilitate, Don’t Solve: Guide children through the problem-solving process, helping them think of solutions, rather than providing answers.
• Use Storytelling: Stories can introduce problems in a relatable context, encouraging children to come up with creative solutions.
• Encourage Teamwork: Group activities can teach children how to collaborate, share ideas, and solve problems together.
• Teach Emotional Regulation: Help children recognize and manage their emotions, which is a critical part of solving problems effectively.

List of Necessary Elements for Teaching Problem-Solving to Preschoolers

To teach problem-solving effectively to preschoolers, certain elements are necessary:

• Patience and Time: Problem-solving skills develop over time, requiring patience and practice.
• Age-Appropriate Challenges: Problems should be relevant and challenging but achievable for their developmental stage.
• Variety of Materials: Provide diverse materials and resources to stimulate creative thinking and problem-solving.
• Positive Reinforcement: Celebrate successes and encourage perseverance, reinforcing the value of effort and learning from mistakes.
• Consistent Opportunities: Regularly integrate problem-solving activities into daily routines and learning experiences.
• Clear Guidance and Support: Offer clear instructions and support to help children understand the problem-solving process.
• Reflective Practice: Encourage children to reflect on the problem-solving process and outcomes to enhance learning.
• Cultural and Contextual Relevance: Ensure problems and scenarios are culturally relevant and relatable to the children’s experiences.

Incorporating problem-solving steps into everyday activities offers a practical and seamless way to enhance critical thinking skills. This approach involves identifying daily tasks or challenges and using them as opportunities to practice problem-solving. 

For instance, during meal preparation, children can be involved in deciding what to cook, which ingredients are needed, and how to follow the recipe. This engages them in decision-making, sequencing, and logical thinking. 

Similarly, when faced with conflicts or decisions, guiding children through identifying the issue, brainstorming possible solutions, evaluating these options, and then implementing and reflecting on the outcome can be very effective. This method makes problem-solving a natural part of daily life and helps children learn to apply these skills autonomously, preparing them for more complex challenges as they grow.

Adults play a crucial role in facilitating problem-solving skills among children by acting as guides, models, and supporters. They set the stage for learning by providing appropriate challenges and resources that encourage critical thinking and experimentation. 

Through modeling problem-solving behavior—like verbalizing thought processes, showing how to evaluate options, and demonstrating persistence in the face of difficulties—adults provide a blueprint for children to follow. They also create a safe environment where children feel free to explore solutions without fear of judgment, offering guidance and encouragement rather than solutions, which promotes independence and confidence. 

Additionally, by asking open-ended questions, adults can stimulate children’s thought processes and encourage them to see problems from different angles, further developing their critical thinking and decision-making skills. Adults are vital in nurturing an atmosphere where problem-solving can thrive, guiding children to become proficient problem-solvers.

Educational Resources

Books can be a fantastic resource for developing problem-solving skills in preschoolers. Here are some highly recommended titles that engage young readers in the art of problem-solving:

• “Rosie Revere, Engineer” by Andrea Beaty: This book encourages innovation and perseverance, showing that failure is just a step towards success.
• “Curious George” series by H.A. Rey: The adventures of Curious George teach problem-solving and curiosity, as the little monkey often finds himself in tricky situations that require clever solutions.
• “The Most Magnificent Thing” by Ashley Spires: This story is about a girl who learns about frustration and perseverance while trying to create something magnificent.
• “Ish” by Peter H. Reynolds: Reynolds’ book teaches children that thinking “ish-ly” is more important than perfection, encouraging creative problem-solving.
• “Not a Box” by Antoinette Portis: This book stimulates imagination and creativity, showing how a simple box can be much more through innovative thinking.
• “The Dot” by Peter H. Reynolds: Another book by Reynolds, it inspires children to start small and see where their imagination and problem-solving can take them.
• “What Do You Do With a Problem?” by Kobi Yamada: This book personifies problems as opportunities to learn and grow, teaching children to face challenges head-on.
• “Beautiful Oops!” by Barney Saltzberg: Saltzberg’s book encourages finding beauty in mistakes and learning from them, promoting a positive attitude towards problem-solving.

Here’s a list of reputable online resources that provide valuable content on teaching problem-solving skills to preschoolers, including activities, strategies, and educational insights:

• NAEYC (National Association for the Education of Young Children) : Offers a wealth of resources on early childhood development, including articles and tips on promoting problem-solving skills. 
• Teaching Strategies : Offers innovative, research-based teaching methods and resources for early childhood educators to enhance problem-solving skills in preschoolers. 
• Education.com : Contains a wide range of problem-solving activities, worksheets, and games tailored for preschool-aged children.

These websites are well-regarded in the field of early childhood education and provide a range of tools and insights for effectively teaching problem-solving skills to preschoolers.

Problem-solving worksheets are an effective learning tool for developing critical thinking and analytical skills. They provide structured opportunities for students to practice and refine their approach to solving various types of problems.

List of Necessary Elements for Problem-Solving Worksheets

For problem-solving worksheets to be an effective learning tool, they should include:

• Clear Instructions: Directions should be concise and easy to understand, ensuring students know what is expected.
• Relevant Content: Problems should be age-appropriate and connected to real-world situations to enhance relevance and engagement.
• Structured Approach: Worksheets should guide students through the problem-solving process, possibly outlining steps like understanding the problem, devising a plan, carrying out the plan, and reviewing the solution.
• Variety in Problem Types: Including different types of problems, such as puzzles, logic problems, and word problems, can cater to various learning styles and interests.
• Space for Workings: Providing ample space for students to write down their thought processes and calculations is important for developing their ability to solve problems systematically.
• Engaging Design: Visually appealing worksheets with illustrations or graphics can motivate students and enhance their learning experience.

Practical Application

Preschoolers can learn valuable problem-solving skills through real-life scenarios they can relate to and navigate. Here’s a list of scenarios that can help preschoolers develop and practice these skills:

• Sharing Toys: Navigating how to share toys with siblings or friends, deciding who plays with what, and for how long.
• Dressing for the Weather: Choosing appropriate clothing for the day based on the weather conditions, like selecting a raincoat on a rainy day or a sunhat when it’s sunny.
• Meal Choices: Making decisions about what to eat for snacks or meals, balancing between healthy options and favorite treats.
• Cleaning Up: Figuring out how to organize and clean up toys and supplies efficiently after playtime.
• Lost Items: Developing strategies to find a lost toy or belonging, retracing steps, and thinking of places where it could be.
• Turn-taking Games: Learning to wait for a turn and cope with the delay in gratification during group games or activities.
• Building Structures: Deciding how to build a stable structure using blocks or other materials, which involves planning and adjusting techniques.
• Resolving Conflicts : Finding peaceful solutions to disputes with peers, like taking turns, sharing, or finding a compromise.
• Planning a Playdate: Participating in planning activities, considering what games to play and what snacks to have.
• Handling Emotions: Identifying and managing emotions when things don’t go as planned, such as calming down after a disappointment.

Nurturing problem-solving skills from a young age is beneficial and crucial for children’s cognitive and emotional development. As detailed in this article, integrating problem-solving activities into the daily routines of preschoolers can significantly enhance their ability to navigate and overcome challenges, fostering independence, creativity, and resilience. 

Therefore, parents, educators, and caregivers must incorporate a variety of problem-solving activities into their interactions with young learners. From math games to social scenarios and creative play, every moment can be an opportunity to develop these vital skills. Let’s embrace the joy and responsibility of guiding our preschoolers through their problem-solving journey, equipping them with the tools they need to thrive in an ever-changing world. Encourage, facilitate, and revel in the process of discovery, and watch as the seeds of today’s problem-solving activities blossom into the critical thinking abilities of tomorrow.

Empower your little scholar with the gift of problem-solving! Join us at Little Scholars Daycare, where we turn everyday moments into exciting learning opportunities. Enroll your child today and watch them grow into confident, creative problem-solvers ready to take on the world!

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Some skills gained from the problem-solving activities include lateral thinking, analytical thinking, creativity, persistence, logical reasoning, communication skills, and decision-making skills. 

The Importance of Problem-Solving Activities for Toddlers

In almost every stage of growth, children are likely to encounter some difficulties. How they handle these challenges depends on the skills they have built over time.

That’s why every parent should invest in quality problem-solving activities for their child. The skills mentioned above are critical for toddlers, and it can be challenging to develop them.

Early ages are the best time for children to learn how to solve different problems in a fun way. 

In many cases, many young mothers are students who dream of spending as much time as possible with their children, but they are held up with advancing their knowledge in their areas of specialization.

To have more time for toddlers as young mothers, you can use the online essay writer service EduBirdie to have your research papers written by top writers. EduBirdie has great writers, and you will receive quality work at the right time. This automatically translates to excellent scores.

If you have more time with your child, you are likely to notice the challenges they are going through and choose the best problem-solving activities for them.

The more problem-solving activities they perform, the more likely the child will develop excellent skills that will enable them to navigate most of the challenges in their lifetime. Here are some simple problem-solving activities for toddlers:

1. Building a maze

Building a maze is fun outside and one of the best activities for 2-year-old toddlers. Since toddlers can’t yet do a maze in an activity book, this is a great way to use their problem solving and navigation skills.

Draw a big maze on the pavement with sidewalk chalk . Then, make passages, including a few that end in a dead-end. Teach your toddler how to walk through and find their way out.

Allow them to try it on their own. The more trials, the better the child gets at figuring out the best way out. If the child gets used to the simple maze, you can draw a more complex one, adding more dead-end passages to make finding their way out more complicated.

This way, you will enhance their cognitive skills, which are vital for success in their life.

Puzzles are some of the best sensory activities for toddlers. They help a lot in enhancing the thinking capabilities of toddlers.

A puzzle is a big set of muddled-up things that must be sorted out and put back together.

The best type of puzzle for children is wooden puzzles , as they last longer, and the frame provides a structure to guide the child while playing. Inset puzzles are perfect for toddlers, especially ones with familiar objects (transportation, animals, colors, and shapes).

So, make an effort to sit with your child and help them play different puzzles. It’s even better than leaving your toddler to play with fancy toys with flashing lights and music.

Solving puzzles is real learning and allows the students to build their skills at their own pace. It’s ok to let them get a little frustrated! The more you leave them to independently figure it out, the quicker they will gain the skill.

3. Following patterns

Following patterns is just a simple activity that can be played with colored blocks, counters, or shapes. In this case, the child should simply make a pattern with the blocks and vary it by changing the patterns’ colors, shapes, or sizes.

At first, you can demonstrate how to make simple patterns to your child and then make the patterns more complex as they get used to the simple ones. Following patterns train the toddler to analyze given information, make sense of it, recognize the pattern it should follow, and then recreate it.

For the complex patterns, carry out the first few steps and then ask your child to continue.

4. Board games

Playing board games is an excellent way to develop your problem-solving skills, and your child can quickly start with simple games. This could be CandyLand ( a huge hit with little ones) or Chutes and Ladders .

Board games teach toddlers the skill of following rules and moving logically.

With time, you can introduce games that require deeper thinking and planning, like Monopoly Junior. This game will require you to explain a lot, and sometimes you will have to play with the child.

You can also let your child play Go Fish to teach them how to think ahead and solve the problems they will encounter in the future.

Related Post: Perfect Board Games for 2 Year Olds

5. Storytime questions

Stories are a great way of teaching children moral values and the problem-solving skills they require for their lifetime. During storytelling, develop a habit of asking questions to help the child develop higher-order thinking skills like comprehension.

It’s simple: pause for a few minutes and pose questions about the story. Start with simple questions, like “What did the boy say?” or “Where did the family go?.”

Then move onto more abstract thinking, problem solving questions, like “what will the boy do now that his pet died?” or “what can the girl do to find her lost toy?”

You can also pose an unexpected question to make the child more attentive. Storytime questions teach toddlers to pay attention to details and concentrate on one activity at a time.

It also reinforces the message you were trying to pass to the toddler. As a result, the toddler will easily remember the story’s moral lessons and apply them when faced with challenges in their lifetime.

6. Building with construction toys

Construction toys could be engineering blocks, Legos, or a proper set of wooden blocks that can be used to construct simple structures.

Everything the toddler will build is challenging as it requires critical thinking in brainstorming what to build and how to put the different pieces together.

The design built should be functional and work as expected. So, let the child construct freely and occasionally set for them a challenge to be completed within the set time with specific conditions.

This could be building two towers with a bridge joining them or building a creature with three arms standing on its own. Let the kids exercise their brains until they find a way to make the structure work.

7. Classifying and grouping activities

Classifying and grouping activities are among the best sensory activities for toddlers. You can easily do this with a tin of buttons or by unpacking the dishwasher. The idea behind classifying and grouping activities is to teach the skill of categorizing information.

There are several button activities for your kids that you can adopt, and they include a messy play tray, making a nameplate, sorting buttons, ordering buttons, or making a button necklace.

Each activity will teach the child an important skill they need to solve problems in the future.

When was the last time you engaged in any of the activities discussed above with your child? Start young with these problem-solving activities that help them navigate most of the challenges in their lifetime.

Take time and choose one of the activities discussed above for your toddler. 

Author’s Bio

Helen Birk is a magnificent writer who creates beautiful stories that leave her readers asking for more. She’s been a wonderful storyteller and her years of experience help her do even better every time she takes up a new book to write. She’s currently planning a book that talks about the role of AI in the development of school education.

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Metacognitive control during problem solving at early ages in programming tasks using a floor robot

• Original Paper
• Open access
• Published: 27 August 2024

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• Javier Del Olmo-Muñoz   ORCID: orcid.org/0000-0001-8754-0648 1 ,
• Pascual D. Diago   ORCID: orcid.org/0000-0002-0900-8098 2 ,
• David Arnau   ORCID: orcid.org/0000-0002-2849-8248 2 ,
• David Arnau-Blasco   ORCID: orcid.org/0009-0000-3523-2619 3 &
• José Antonio González-Calero   ORCID: orcid.org/0000-0003-0842-8151 1  

This research, following a sequential mixed-methods design, delves into metacognitive control in problem solving among 5- to 6-year-olds, using two floor-robot environments. In an initial qualitative phase, 82 pupils participated in tasks in which they directed a floor robot to one of two targets, with the closer target requiring more cognitive effort due to the turns involved. The results of this phase revealed that younger students often rationalised their decisions based on reasons unrelated to the difficulty of the task, highlighting limitations in children’s language and abstract thinking skills and leading to the need for a second quantitative study. In this subsequent stage, involving 117 students, a computerised floor-robot simulator was used. The simulator executed the students’ planned movements and provided feedback on their validity. Each participant had three attempts per problem, with the option to change their target each time. The simulator stored the information pertaining to the chosen resolution path, design of the plan, and re-evaluation of decision making based on the results and feedback received. This study aims to describe the criteria upon which students base their metacognitive control processes in decision making within problem-solving programming tasks. Additionally, through a comparative analysis focusing on age and gender, this research aims to assess the relationship between metacognitive processes and success in problem-solving programming tasks.

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1 Introduction and literature review

In this study we utilise a computer floor robot to pose programming tasks that involve metacognitive control. By observing how students pre-estimate the difficulty of the tasks and how they modify these decisions based on success and the task constraints, we intend to contribute to the understanding of metacognitive control in early ages. Importantly, the present study also acknowledges the role of individual differences, such as age and gender, in problem-solving and decision-making processes. Prior research has shown that these factors can influence the strategies students use and their overall performance in problem-solving tasks (e.g., Fessakis et al., 2013 ). In the following section, we offer a pertinent literature review on metacognition and floor robots as a metacognitive control study aid. Subsequently, we outline the research objectives and the theoretical framework elucidating the foundations of metacognition, age and gender differences, and programming tasks. Finally, we present the methodology of our study, along with the results and discussion corresponding to the research objectives.

1.1 Metacognition in mathematical problem solving

Formulating an exact definition of metacognition has proven to be a challenging task due to its multifaceted nature, which at times lacks clear connections between its various interpretations. According to Garofalo and Lester ( 1985 , p. 164) “cognition is involved in doing, whereas metacognition is involved in choosing and planning what to do and monitoring what is being done”. More specifically, Stillman ( 2020 ) defines metacognition as “any knowledge or cognitive activity that takes as its object, or monitors, or regulates any aspect of cognitive activity; that is, knowledge about, and thinking about, one’s own thinking” (p. 445).

However, as Desoete and De Craene ( 2019 ) point out, there remains an ongoing discussion regarding the true nature of metacognition and the methods by which it can be comprehended, evaluated, and enhanced. In the midst of this discussion, we can identify a certain consensus in dividing metacognition into two subdomains: “knowledge” about one's cognitive processes and “regulation” of those processes (Flavell, 1976 ). This dichotomy is well-recognised in metacognitive literature, with various terminologies used interchangeably to describe these two core dimensions of metacognition (Lucangeli et al., 2019 ; Mahdavi, 2014 ). “Metacognitive knowledge”, sometimes referred to as “knowledge of cognition”, encompasses an individual’s attitudes, awareness, and emotional insights, regarding how the mind operates, aiding in the comprehension of various cognitive processes. In contrast, “metacognitive control”, sometimes referred to as executive control or regulation of cognition, represents a series of deliberate actions, such as planning, monitoring, or evaluation, taken by individuals to supervise and direct their own thinking or learning effectively.

In addition, there is also a lack of agreement on whether metacognition should be conceptualised as a general domain-independent construct, or whether metacognitive processes are domain-specific (Desoete & De Craene, 2019 ). Beyond the general or particular nature of metacognition, the existence of an important relationship between metacognition and mathematical competence, in general, and in mathematical problem solving, in particular, has been demonstrated (Kuzle, 2018 ). However, metacognition as an object of study in mathematics education was introduced with a certain delay compared to other disciplines. According to Garofalo and Lester ( 1985 ), most research at that time on mathematical problem solving had been focused on the study of processes, heuristics and strategies. As an example, Schoenfeld ( 1992 ) took into account five aspects as part of a framework for exploring mathematical knowledge in problem solving processes: the knowledge base, problem solving strategies, monitoring and control, beliefs and affects, and practices. Later, this author associated monitoring and control with self-regulation, included both processes within the more general term of metacognitive control, and highlighted the importance of monitoring and control in processes of decision making and in the design and re-elaboration of the plan to solve a problem.

1.2 Challenges in the study of young children metacognition

A factor already mentioned, not exclusive to these educational levels, is the absence of a universally accepted standard for assessing metacognition, that makes it difficult to compare research outcomes (Desoete & De Craene, 2019 ). Besides, from the point of view of mathematical activity, Garofalo and Lester ( 1985 ) point out that metacognition is an activity that is difficult to identify and analyse, since the experimental techniques used to observe metacognition could influence problem-solving processes.

In the study of metacognition in kindergarten, several challenges need to be addressed. These difficulties have been reflected in a disproportion of studies at different educational levels. Thus, while metacognition’s contributions to learning have been extensively explored in elementary, secondary, and higher education, it has been somewhat overlooked in the context of elementary education (Chen & McDunn, 2022 ). These authors point out the important limitations of older studies carried out with preschool students where they attempted to draw conclusions about their metacognitive processes from think-aloud protocols. The limitations in the verbal skills of early-age students have been widely described in the literature, as seen in studies such as that of Donaldson and Balfour ( 1968 ). Therefore, it is necessary to create mathematical tasks where, in addition to the possible verbalization of the students, metacognitive aspects can emerge implicitly through the students’ performances (Chen & McDunn, 2022 ).

1.3 Floor-robots as a metacognitive control study aid

As recommended by Whitebread and Coltman ( 2010 ), in order to generate situations conducive to evoking and supporting young children's articulation of emerging metacognitive control skills, we will seek to situate tasks in contexts that make sense to children. In line with the Spanish curriculum, which emphasises computational thinking as a fundamental component of early mathematics education, our tasks will be designed to reflect the kind of problem-solving and logical reasoning activities that are encouraged at these educational levels. With that purpose, this study builds on the foundational work of Papert ( 1980 ), who set the stage for the use of programming tasks and floor-robot simulators for children to develop their mathematical and metacognitive skills. As one of the creators of the Logo programming language in the 1960s, Papert introduced the concept of “turtles”, physical floor-roaming robots that could be programmed with Logo which children could control and move. This hands-on approach allowed children to visualise and interact with mathematical concepts in a novel and engaging way, thereby facilitating problem-solving (Feurzeig et al., 1970 ).

2 Research objectives

In the context of this study, we designed a mixed-method experiment aimed at studying the criteria of decision making in early-age students when solving mathematical problems. As a general aim, we sought to determine whether students at these levels are capable of considering aspects related to the complexity of the task as an element of metacognitive control, both in the initial planning of the resolution and, if needed, in the reformulation of the plan. Bearing this in mind, we designed a sequential mixed-method study, combining qualitative and quantitative techniques. The first phase of the study, with a predominant qualitative approach aimed to identify the criteria on which students based their decision making when they had to choose between two problem-solving strategies. For the second phase, some aspects observed in the previous qualitative phase were taken into consideration, and programming tasks were designed to allow for the massive collection of data, with a quantitative approach. This second phase aimed to elucidate the connections between the factors influencing metacognitive processes and students’ success in solving programming tasks, considering both gender and educational level. In order to evaluate plan-design and decision-making behaviours within the context of problem-solving programming tasks, the study aim to address the following objectives:

O1 . To describe and categorise the criteria on which students based their metacognitive control processes in decision making in problem-solving programming tasks.

O2 . To assess the relationship between students’ metacognitive control processes when devising and reformulating a plan and the proficiency in problem-solving programming tasks based on age and gender.

3 Theoretical framework

In the following we delve on the elements that underpin the analysis of the data collected in our study: metacognition, decision making, and the consideration of age and gender differences, all of which are relevant to problem-solving in early mathematics education. Additionally, we revise the metacognitive control processes involved in problem-solving programming tasks through robotics.

3.1 Metacognition, decision making and problem solving in early mathematics education

The study of metacognition in the context of mathematics education has been a subject of interest for many researchers. Schoenfeld ( 1992 ) discussed the importance of understanding the nature of problem solving, providing a comprehensive overview of metacognition in the context of mathematical problem solving. Alan Schoenfeld stressed that problem solving, in the spirit of George Pólya, is about learning to cope with new and unfamiliar tasks when the relevant solution methods are not known. He also delineated metacognition into three distinct categories: (1) the conscious understanding individuals have about their own cognitive processes, (2) the self-regulatory strategies, including monitoring and real-time decision making, and (3) the influence of personal beliefs and emotions on an individual's performance. The present study is concerned with monitoring and real-time decision making. These metacognitive abilities are used when planning and assessing a problem-solving process. Both self-regulatory strategies, which would be included within the metacognitive control or metacognitive skills (Mahdavi, 2014 ; Veenman & van Cleef, 2019 ), describe a perspective that closely matches Pólya's ( 1957 ) classical stages of mathematical problem solving. In this vein, in an overview of the current state of research in this area, Desoete and De Craene ( 2019 ) note that metacognition is one of the key predictors of mathematical performance. Although the activation of metacognitive processes in children has been a topic of debate, there is a consensus that early years are critical for nurturing metacognitive skills (Temur et al., 2019 ), in a process that begins to develop during preschool or early school years and reaches its full bloom around the age of 12.

A reason that may have contributed to this lack of consensus is the difficulty to identify and measure metacognitive processes. According to Veenman and van Cleef ( 2019 ), in the study of metacognitive processes we can differentiate between on-line and off-line methods. The off-line methods are mainly based on the analysis of questionnaires that are administered before or after the task. The on-line methods are carried out on observations of the performances when facing the tasks that are collected by the observer in real time or stored in computer-logfile registrations. Although, according to these authors, on-line methods are preferable, their design should avoid interfering with decision-making processes when solving mathematical problems. In the study of Lingel et al. ( 2019 ), different measurement procedures were compared to identify the ability to carry out metacognitive monitoring using different configurations of off-line methods when a group of German children in grade 7 solve mathematical tasks. The results show students’ overconfidence when assessing the difficulty of a task. In addition, these judgments become more accurate in retrospective evaluations, although maintaining an excess of confidence.

3.2 Age and gender differences in metacognition

The influence of age and gender on metacognitive control in education has been the subject of numerous investigations. In a study conducted by Zimmerman and Martinez-Pons ( 1990 ), they investigated self-regulated learning in students, considering factors like grade, gender, and giftedness. The study included boys and girls from 5th, 8th, and 11th grades. In general, 11th graders excelled, followed by 8th graders, and then 5th graders in self-regulated learning measures. Girls were found to have used self-regulated learning strategies more frequently than boys, particularly in areas such as record-keeping, monitoring, environmental structuring, goal setting, and planning.

In order to assess the relationship between gender, age and metacognition, Mok et al. ( 2007 ) conducted a study involving 8948 students aged 9–17 years, which revealed significant gender differences in metacognition. Compared to boys, girls reported greater knowledge of metacognitive strategies, use of learning strategies, regulation of learning and evaluation of learning. The research affirmed that both sexes use metacognitive strategies for learning, but girls tend to use them more frequently. In addition, the study observed a decline in students' metacognitive competences with age, from 9 to 17 years old.

In relation to this matter, Moè ( 2009 ) analysed gender differences in decision-making processes among individuals aged 15–22, revealing that women tend to show greater risk aversion and less confidence in their decisions compared to men. However, she notes that these differences could be attributed more to social expectations and stereotypes than to innate qualities, suggesting the malleability of these traits. Moè proposes to further investigate possible mediating factors, such as the tendency to guess or to be more cautious in the face of uncertainty.

In summary, although existing research has provided information on age and gender differences in metacognition among older students, extending this research to a younger age group may offer a more comprehensive understanding of metacognitive skills abilities and metacognitive control.

3.3 Programming tasks in young learners through robotics

Following Papert’s pioneering work, a large-scale study by Clements et al. ( 2001 ) further examined the impact of the Logo programming language on children's cognitive development. This study involved children from kindergarten through to sixth grade using Logo and found that these children scored significantly higher on tests of mathematics, reasoning, and problem-solving. An earlier study by Clements ( 1987 ) specifically focused on kindergarten children using Logo. It was observed that these children demonstrated sustained attention and self-direction during their interactions with Logo. These studies, in conjunction with Papert’s seminal work, emphasise the value of programming tasks like Logo in fostering cognitive and metacognitive skills in children, laying the groundwork for the use of modern programming tasks and floor-robot simulators in current research. Since then, the application of robotics and programming tasks in elementary education has been gaining momentum due to its potential in enhancing young children’s (aged 7 and under) cognitive and metacognitive skills, including problem solving and decision making (Bers, 2020 ).

Atmatzidou et al. ( 2018 ) delved into age and gender differences in metacognition and problem-solving processes within the educational robotics context (using Lego NXT robotics tools). They implemented various modes of guidance among two groups of students aged 11–12 and 15–16 years. The study revealed that strong problem-solving teacher guidance (vs. minimal guidance) can positively influence students' metacognitive and problem-solving skills. In addition, it was found that regardless of their age or gender, students eventually reach the same level of metacognitive and problem-solving skill development.

In early ages, robots coded through tangible programming environments are one of the most notable robotic initiatives. These robots offer a combination of computer programming experience in and with the physical world (Horn et al., 2012 ). A common characteristic of these robots is the presence of objects to build computer programs without computer screens or keyboards. Tangible robotics are specifically aimed at teaching a particular subset of mental tools to young children, including problem solving and decision-making skills (Bers, 2020 ). Further research by Sullivan and Bers ( 2016 ) explores gender differences in children’s performance on robotics and programming tasks. Their study, focusing on kindergarten to 2nd grade students, found no significant gender differences in basic robotics and simple programming tasks. However, on more complex programming tasks that required a deeper understanding of mathematical concepts related to number sense (such as cardinality and counting), boys outperformed girls.

In parallel with these developments, the Bee-Bot, a floor robot designed for use by early years students, emerged as another practical tool to introduce young learners to programming concepts. Highfield et al. ( 2008 ) studied how young children’s use of Bee-Bot can promote the development of mathematical problem-solving and meta-cognitive processes. They also wanted to observe what forms of mathematical reasoning and strategic thinking are involved when children plan and program a Bee-Bot to solve problems. Throughout the research, the children exhibited problem-solving strategies and relational thinking, enabling them to plan, code, and manipulate the robot along a complex pathway. Carrying this concept further into the realm of virtual environments, the work of Diago et al. ( 2019 ) presents a virtual counterpart to the physical Bee-Bot. By offering a floor-robot simulator for children to engage with programming tasks and problem-solving scenarios, this environment provides a versatile platform to explore decision making and other cognitive skills. The data gathered from the software extends beyond mere success or failure metrics; it offers valuable insights into the cognitive processes involved in student monitoring and management of various resolution plans.

4 Methodology

To address the stated objectives, a sequential mixed design was proposed. Specifically, the design followed an exploratory sequential design, in which qualitative data are collected first, followed by quantitative data, from a larger sample, used to analyse the phenomenon systematically and generalise the findings (Cohen et al., 2018 ). Thus, the study was composed of two sequential phases: an initial phase, in which both the data and the predominant analysis were qualitative in nature (hereinafter, Qualitative Phase, QUALP) and a second quantitative phase (hereinafter, Quantitative Phase, QUANP).

As part of the sequential mixed-method design of this study, the results obtained in QUALP study served to determine the study variables and the design of the programming tasks employed in QUANP study. Specifically, qualitative arguments related to the trajectory the robot should follow, the number of turns included in the path, or the distance/proximity to the target-flower were taken into account, as we will describe below. Thus, QUALP study along with the data collected in QUANP enabled the addressing of objective 1. Likewise, QUANP study enabled the addressing of objective 2, analysing success rates, route choices, and the effect of modifying the initial plan in floor-robot programming tasks, considering the age and gender factors mentioned in the objectives.

4.1 Participants

A convenience sampling method was used in the study. Two different samples of students were used for QUALP and QUANP studies, since the objectives were intended for young students being confronted for the first time with programming tasks with floor robots. Otherwise, students in the second study might have employed skills or knowledge acquired during the first study, and the results derived from the second study could be biased.

In QUALP, 82 students from two different Spanish schools participated. Among them, 51 subjects were in the final year of kindergarten (KG), and 31 subjects were in the first year of primary education (PE). All the participants were interviewed individually and, to delve deeper into the students' reasoning, 21 of them (13 KG and 8 PE students) were randomly selected for a more extended interview.

In QUANP, 117 children from a third Spanish public school participated. As in QUALP, they belonged to two different grade levels: 60 in the first year of PE and 57 in the last year of KG. In the groups used as samples in either QUANP or QUALP, there were no students who had been diagnosed as students with special educational needs or had repeated any grade, so no adaptation in the study was necessary.

4.2 Procedure

4.2.1 procedure in qualp.

QUALP was conducted during school hours in the classroom. The intervention lasted between 30 and 40 min for each student. During this session, an initial direct instruction was provided, demonstrating the basic operation of the floor robot to all participants. After the direct instruction stage, data collection was conducted individually with the path-selection problems in a specific room. An extended interview was carried with each of the participants. In this study, the tangible user interface made up of Bee-Bot and a card-box system (Fig.  1 ) was used with the trajectories traced with red tape. In what follows, we expand upon this information.

Bee-Bot and the card-box system used in QUALP

Procedures for direct instruction and problem solving with single-path task (instruction stage)

Prior to the administration of the target problems in this study, direct instruction was conducted. Figure  2 shows the problems that were used for direct instruction (I1–I5). During the instruction stage, students, as a whole group, were provided with the opportunity to observe a researcher's problem-solving approach while tackling the five problems depicted. The latter problem example served the purpose of instructing participants on the process of flower selection within the subsequent two-flower tasks that would appear later in the intervention. This stage lasted approximately 20 min.

Instruction programming tasks

Procedures for two-flower tasks (experimental stage)

After the instructional stage, participants were individually presented with the task depicted in Fig.  1 . Intentionally, the route to reach the nearest flower included the necessity to turn in comparison to the flower further away, which offered a straight route. Firstly, participants were asked to select a flower to which they wanted the robot to move, and they were requested to explain their choice. Subsequently, and prior to programming the robot, participants prepared the instructions arranging the set of cards in the programming box (Fig.  1 ). Finally, the students programmed the robot with the arranged instructions to complete the chosen path. Participants only had one attempt, as we were only interested in the reasons regarding the chosen route and not in the proficiency. The duration of this experimental stage was approximately 10 min for each student.

Finally, based on the availability of time allocated to the experiment, 21 participants were selected to undergo a more detailed interview. Once the task on Fig.  1 was presented, participants were asked to select the flower they wanted to reach. Next, they had to plan the resolution by ordering the set of cards in the programming box and, later, program the sequence in the robot. After that, they were interviewed to explain their decisions about the choice of the flower, which one was more difficult to reach and why. With an average duration of about 10 min, these interviews were video recorded and later transcribed.

4.2.2 Procedure in QUANP

This phase took place in a single session, during school hours, in which participants, in groups of 20–25 subjects, attended to a classroom equipped with computers to use the floor-robot simulator. Two stages were involved in this experiment, a direct instruction stage lasting about 30 min, devoted to explaining the simulator; and an experimentation stage, lasting about 15 min, in which the target problems were solved by the participants.

Overview of the computer floor-robot simulator and programming tasks used

A customised graphical software was developed to simulate a tangible scenario involving Bee-Bot and the card-box system implemented in QUALP. The design principles of this software are extensively detailed in Diago et al. ( 2019 ). Each student was provided with a computer with a touch screen to interact with the software. As in QUALP, all the programming tasks involved a bee-shaped robot that must travel a given path until it reaches a flower (Fig.  3 ). The findings derived from QUALP (outlined in Sect. 5.1 ) guided the development of the programming tasks utilized in QUANP. Specifically, certain observations made during QUALP influenced the design of tasks, incorporating elements such as the trajectory of the robot, the number of turns in the path, and the distance to the target-flower. Consequently, this investigation employs two distinct types of programming tasks: activation problems and selection problems.

Graphical interface of the floor-robot simulator

Activation problems entailed the provision of a singular path for the robot to follow, ultimately leading it to the flower. Conversely, selection problems introduced two distinct paths of varying complexities, compelling the solver to engage in a preliminary evaluation of the available options and subsequently select a path based on predetermined criteria, such as logical reasoning, mathematical analysis, idiosyncratic considerations, etc.

As illustrated in Fig.  3 , the interface of the application effectively presents information to the user through graphical language (i.e., the arrows and symbols). The software stores information on each user’s action enabling the monitoring of the resolution path taken by the student. The user interface comprises three distinct areas:

The problem-statement area (top-left section): This area shows the path (coloured boxes) to be followed by the robot.

Programming blocks for robot movements (top-right section): This area displays the available programming blocks corresponding to the robot movements and includes options to delete individual instructions or the entire plan.

The path-planner (bottom section): In this area, the user can view and sequence the movement blocks that will be executed by the robot when the "GO" instruction is received. The path-planner is divided into three lines, representing the maximum number of attempts allowed for the user to solve the problem (currently set at three). The aim of this area is to facilitate both the planning and the debugging solution paths foreseeing the movements of robot, and checking the movements based on the user choices by tracking the robot’s movement.

Prior to the administration of the target problems in this research, direct instruction was conducted to familiarize the participants with each area of the graphical interface. Special attention was dedicated to elucidating the overarching objective they were to encounter: "guide the bee to the flower, regardless of which of the two flowers is presented in the two-flower problems". The protocol and problems used in the direct instruction phase for QUANP were the same that in the QUALP (see Fig.  2 ), but in the simulator environment.

After the direct instruction stage, the intervention began. Students started using the application by addressing activation problems (denoted as A1 to A4) shown in Fig.  4 . For each problem, students were granted three attempts to devise a resolution path. When an unsuccessful path was executed, the attempt remained visible and locked, thereby affording the user an opportunity to review and formulate a new plan for subsequent attempts. Upon the successful determination of the solution path, the robot effectively reached the corresponding flower, triggering the launch of the next problem within the preloaded collection of tasks. If all three attempts were completed, the program automatically proceeded to load the next problem in the collection.

Activation programming tasks

Upon the completion of the fourth activation problem, the application automatically launched the subsequent collection of selection problems. Participants were then presented with a total of four programming tasks featuring two flowers, illustrated in Fig.  5 and denoted as S1–S4.

Selection programming tasks

The procedural steps and application usage during the selection problems phase remained consistent with the approach adopted for the activation problems. The primary distinction was the inclusion of an additional step prior to commencing each attempt. Specifically, the program prompted the selection of a flower, temporarily disabling the panel containing programming blocks for robot movements (as depicted in the left image of Fig.  6 ). Once a flower was freely chosen, the alternative flower became deactivated (in grey, see Fig.  6 ), and the robot movements panel was subsequently enabled (as illustrated in the right image of Fig.  6 ). Subsequently, users could proceed with programming the movements in a manner analogous to the approach employed in the preceding problems. It is important to underline that participants could modify their decision to go to one flower or another because, as mentioned earlier, the application was designed in such a way that, in each attempt, the user was given the option to choose a flower.

Flower selection procedure in the program: movement buttons locked while the flower is not selected (left panel); buttons active when the flower is already selected (right panel)

4.3 Data collection and analysis methods

In QUALP, for the categorization of the arguments that participants put forward when choosing one flower over another, the content analysis technique was applied. Thus, starting from the transcription of the interviews, a coding of participants’ responses was carried out, aimed at identifying patterns and classifying responses into emergent categories. As a result of this process, four dominant categories were identified, sufficient to encompass all the motivations provided by the participating students, namely: (1) task-related arguments , for explanations explicitly based on trajectory characteristics (e.g., "because [the other] turned here" or "because it was straighter"); (2) distance-related arguments , when explanations are grounded in the distance between the starting point and the chosen flower (e.g., "because it's closer"); (3) personal arguments , when the explanation originated from criteria external to the situation (e.g., "because I like it"); and (4) I don't know/no answer , when participants did not provide any response or claimed not to know why they had chosen one flower over another.

In QUANP, concerning the data collection methods, for each participant, the application recorded anonymised information in CSV format related to the specific problem, the attempt number, the programmed sequence of instructions per attempt, the success or failure of the programmed path, as well as demographic data such as gender and educational stage. This data was subsequently utilised to compute success rates per problem for each attempt, as well as an overall binary score that considered the success (“1”) or failure (“0”) for each problem. Additionally, in the case of selection problems, the application also stored the selected flower for each attempt, thus providing insights into the decision-making process of the students. Following data analysis, two students who did not complete the full intervention sequence were excluded from the study, resulting in a final sample size of 115 students.

Regarding the analysis method, in QUANP, and considering the stipulated allowance of three attempts per problem, for each activation or selection problem, we compute the maximum score obtained in the initiated attempts. In order to complete the aim of this study (O2), we analysed the average success rates in the target problems taking into account the factors age, gender, and type of problem (activation or selection). In addition, we introduced a finer distinction within the activation and selection problems: the “route type” factor. Specifically, we differentiated four levels in all target problems: (a) One flower—Straight , when there was only one flower and it could be reached without the need for a turn; (b) One flower—Turn , with one flower where at least one turn was required; (c) Two flowers—Straight or turn , with two flowers where the less complex flower could be reached with a straight path and the second flower required at least one turn; (d) Two flowers—Turn or turn , where both flowers required the execution of a turn, with the more complex one requiring two turns and the simpler one requiring one turn. Accordingly, problems A1 and A4 were One flower — Straight -type; and A2 and A3 were One flower — Turn -type. On the other hand, S1 and S2 were Two flowers — Straight or turn -type and S3 and S4 were Two flowers — Turn or turn -type. By making this differentiation, we aimed to gain deeper insights into the specific types of decisions made by the students. All statistical analyses were conducted using the R software, with a predetermined significance level of 0.05. Effect sizes were evaluated using the explanatory measure. The normality of the data was assessed using the Shapiro–Wilk test. In instances where the assumption of normality was violated, the nonparametric Mann–Whitney test was employed in order to compare means as different participants take part in each condition.

5.1 Results from QUALP

Table 1 summarises the information gathered from the experimental phase in QUALP, displaying, for each educational level, the frequency of participants broken down according to two variables: the chosen path (straight trajectory or trajectory involving turns) and the justification for the choice of the flower ( task-related arguments , distance-related arguments , personal arguments or I don’t know/no answer ). In addition to the frequency in each category, the percentage relative to the total number of participants in each educational level is provided. Thus, for example, a value of 3.92% in the second row represents the percentage of participants in KG who have chosen the turn trajectory flower and whose choice is due to reasons related to intrinsic task characteristics.

The information gathered in the interviews of the 21 students allowed us to observe, beyond eventual differences in programming skills, distinct patterns of performance and reasoning between PE and KG students. Although simple choice predominates in both groups, there is a greater tendency among KG students to choose the flower involving turns (35.29%) compared to PE students (25.81%). Similarly, delving into the differences between educational levels, there is clear evidence of KG students tending to make decisions based on non-task-related criteria (72.55% versus 27.45%; this percentage consists of the categories “distance-related”, “personal” and “no answer” from Table  1 ). Thus, it becomes evident that a significant number of KG students did not plan their actions based on an anticipation of the difficulties or characteristics involved in solving the task (e.g., EC-S73: “Because it looks like a slide”; EC-S85, EC-S03: “Because I like it more”). In some cases, the arbitrariness of the participants' decisions became apparent. This is highlighted in the following dialogue between the interviewer (I) and one KG participant EC-S09:

On the contrary, among PE participants, there was a greater ability to take into consideration relevant elements of the trajectory that affect the complexity of programming the robot's path in the decision-making process, e.g.:

Another noteworthy aspect emerging from the case study is the tendency to choose the trajectory involving turns by arguing a shorter linear distance between the starting point and the flower, without considering that programming the complex path requires programming turns in two different directions, e.g.:

5.2 Results from QUANP

5.2.1 findings related to students’ proficiency due to gender, education level and task features.

Regarding the participants’ proficiency considering gender and educational stage factors, as well as the characteristics of the problems, Table  2 presents descriptive statistics for the eight target problems stratified according to those factors.

Thus, in order to evaluate potential differences based on participant characteristics (educational stage and gender) and activity type (one-flower or two-flower tasks), a mixed three-way ANOVA was used. The results revealed a significant main effect of the educational stage ( F (1, 111) = 30.75, p  < 0.0001), indicating that PE students outperformed KG students. Additionally, a significant interaction between educational stages and the type of tasks (one or two flowers) was observed, F (1, 111) = 6.08, p  = 0.0151, suggesting that the availability of a second flower had a differential impact on students' proficiency depending on their educational level. No other significant main effects or interactions were found. As reflected in Fig.  7 , this is due to the fact that participants in KG showed better performance in tasks involving a single flower than in tasks involving two flowers, while on the contrary, PE students obtained better results when faced with tasks that allowed them to choose which flower to approach.

Interaction plot for educational stage and activity type

Concerning the main effect, as observed in Table  2 , there was a notable disparity in the global success rate between the two groups. Specifically, the elementary students exhibited a significantly higher average success rate compared to the KG students. This difference in means was found to be statistically significant ( W  = 80,988, p  < 0.0001), with a small effect size ( r  = − 0.24). These findings confirm that PE students outperformed the KG students in terms of success rates in the problem-solving programming tasks.

In order to further analyse the task characteristics and their influence on the complexity experienced by solvers, considering differences based on age and gender, a three-way mixed ANOVA was conducted once again. In this case, the within-variable refers to the characteristics of the route required to reach the flower. In particular, the route type factor consists of four levels: One flower — straight ; One flower — turn ; Two flowers — straight or turn ; and, Two flowers — turn or turn . Table 3 shows the descriptive statistics broken down according to this factor.

Once again, the results indicated a significant interaction between educational level and the structure of paths associated with the task, ( F (3, 333) = 3.85, p  = 0.0099), what suggests again that the inclusion of a second flower affects the complexity of the tasks differently depending on the students’ grade. Similarly, significant main effects were found for both educational level ( F (1, 111) = 30.91, p  < 0.0001) and type of tasks ( F (3, 333) = 172.48, p  < 0.0001). No significant effect was found for gender. Figure  8 indicates that differences in competence between PE and KG students occurred across all types of tasks. Similarly, it confirms how tasks that involve the need to program turns are more challenging for the participants.

Interaction plot for educational stage and route type

5.2.2 Findings related to the choice of resolution path, design and re-evaluation of the plan

The second objective, related to examining the metacognitive control processes in problem-solving programming tasks, is addressed by analysing two critical facets in decision making. On one hand, the initial choice made by the participants to identify the least complex route in selection tasks is evaluated. On the other hand, their ability to reformulate their initial plan in case of an error, considering the difficulty of the routes, is also assessed.

Concerning the initial choice, Fig.  9 shows, for each educational stage, the first chosen path in terms of percentages relative to the total number of students in each level. A closer examination of this relationship reveals that PE students showed greater competence in decision- making compared to KG students, particularly evident in the first two selection problems (S1 and S2), where one of the paths lacked turns. However, this ability to perceive the more complex path was diminished in the subsequent two problems (S3 and S4), in which both paths appeared similar (both involved turns) despite differing numbers of turns. Consequently, the distribution of choices made by PE students in their first attempts clearly favoured the simpler route. In contrast, the distribution of choices made by KG students was more uniformly distributed, indicating a more erratic decision-making process possibly influenced by the proximity of the flower in the more complex path.

Percentages of path election in the first attempt by selection problem

Based on the observations made previously regarding flower choices, and once we have confirmed a trend of PE students making better choices in terms of complexity (devising a plan) than KG students, we proceed to take a deeper look at this issue considering students’ gender. For this purpose, we will focus on studying tasks involving straight paths or turns (S1 and S2), as they exhibit a more pronounced difference in complexity, and this aspect could be reflected to a greater extent in decision-making processes. Thus, specifically, we will analyse the choices made in these tasks, broken down according to the educational level and gender of the participants. Table 4 clearly shows how girls tend to choose the simpler option to a greater extent than boys, regardless of the educational level.

However, this greater ability to choose an optimal route (devising a plan) does not translate into a higher score (executing the plan) compared to boys in S1. This is evidenced by the results of girls in KG ( M S1  = 0.41, SD S1  = 0.50) and PE ( M S1  = 0.69, SD S1  = 0.47), which are not significantly different from boys in the same educational stage (KG, M S1  = 0.50, SD S1  = 0.51; PE, M S1  = 0.70, SD S1  = 0.47), when comparing the success rates on the first initiated attempt (i.e., on their initial path choice) to solve task S1. In contrast, in task S2, which is characterised by a higher complexity in terms of turns, the best initial decision does lead to a higher success in problem-solving by females when computing the data from the initial path choice (KG-girls, M S2  = 0.44, SD S2  = 0.50; PE-girls, M S2  = 0.72, SD S2  = 0.45; KG-boys, M S2  = 0.22, SD S2  = 0.43; PE-boys, M S2  = 0.53, SD S2  = 0.51).

From the perspective of monitoring and evaluation processes, the changes in strategies that the solver may execute as a result of failure in the first attempt play an important role. Table 5 shows, for those students who did not solve the task correctly in their first attempt, the comparison between their initial choice and their final choice, indicating the changes in strategy as a result. The results show that, in general, students demonstrated the ability to modify their strategy and opt for a simpler route when faced with failure in their initial approach to the activity. However, the analysis of flower choices indicates that PE participants are more efficient in correcting their decision (revising the plan) compared to KG students, who tend to maintain their choice or even worsen it to a greater extent. This situation is particularly observed in problem S2, which involves a complex route with two turns. While it was selected as the first attempt by many PE participants, especially boys, it was ultimately discarded by almost all of them.

The change in decisions (revising the plan) is reflected in a clear increase in achievement when completing the task. In fact, only one PE student was unable to program the task in problems S1 and S2, after choosing the simpler route. Thus, in PE, the gender differences observed in problem S2 disappear as a result of the widespread change in strategy among boys to the simpler route, resulting in success rates exceeding 90% in both S1 and S2 tasks (girls, M S1  = 0.89, SD S1  = 0.31; M S2  = 1.00, SD S2  = 0.00; boys, M S1  = 0.93, SD S1  = 0.25; M S2  = 0.93, SD S2  = 0.25). These mean values were derived from the success rates collected on the final attempt (in which some students had the opportunity to change their path choice) for tasks S1 and S2. However, in KG, differences in success rates are observed for each problem. In problem S1, where a similar proportion of participants from each gender ultimately chose the optimal flower, boys outperform girls in their ability to successfully program the robot (girls, M S1  = 0.65, SD S1  = 0.49; boys, M S1  = 0.82, SD S1  = 0.39). However, in problem S2, girls demonstrate a better ability to identify and choose the simpler route, resulting in better performance than boys ( M S2  = 0.79, SD S2  = 0.41; boys, M S2  = 0.68, SD S2  = 0.48), when analysing the success rates on the last choice.

6 Discussion and conclusions

The first objective was to evaluate the metacognitive control processes that pupils use when having to choose between two problem-solving paths. Basically, a greater tendency in both QUALP and QUANP is observed among KG students to choose the path that requires them to make turns compared to PE students, which would mean a lower ability to integrate the difficulty of the task as an element of judgment in decision making. When justifying their decision-making process, KG students tend to rely more on personal arguments. The results seem to indicate that, when these types of justifications are presented, the choice of the solving path is arbitrary.

In both KG and PE students, it is observed in QUALP that those who argument their decision on the characteristics of the task mostly choose the one that requires a smaller number of turns. However, there does not seem to be a relationship between the distance-related and personal arguments and the choice of one or another path. This could be related to the weakness of using thinking-aloud protocols to analyse the cognitive and metacognitive processes at these ages, as claimed by Chen and McDunn ( 2022 ), which would be a limitation of the interviews conducted in our study.

The second objective focused on evaluating the performance of the participants considering educational stage and gender factors. The results from QUANP show a higher success rate among PE students. This result, to some extent logical, is complemented by a relevant result from the point of view of metacognitive control processes. PE students had higher success rates in two-flower tasks than in one-flower tasks, opposite to KG students. This fact, unrelated to coding skills—validates what was pointed out in the results from QUALP, based on the arguments given by students when choosing a path—emphasises the importance of the phases of devising and reformulating the plan in programming tasks. Regarding gender, no differences were observed between boys and girls in overall success in tasks neither in KG nor in PE. These results contribute to the study of gender differences in relation to success in solving floor-robot tasks. While some studies point to a higher performance of boys in certain robotics programming tasks (e.g., Sullivan & Bers, 2016 ), there are dissenting results where no initial differences between genders are revealed (e.g., Atmatzidou et al., 2018 ), to which the findings of the present study add.

The results demonstrate a greater ability of PE students to initially identify the path that requires a smaller number of turns while devising a plan. When it comes to gender differences, irrespective of their educational background, girls tend to exhibit a more prudent initial choice, often opting for the straightforward strategy represented by a simple path. However, this initial advantage in decision making does not necessarily translate into a higher success rate than that of boys when it comes to tasks of modest complexity (S1). Nevertheless, it does manifest its significance in situations demanding a greater degree of sophistication (S2), where the ability to make the right choice becomes notably more pivotal. Hence the importance of planning and evaluation. These differences can be linked to research findings on gender differences on risk aversion and on overvaluation capacities. Moè ( 2009 ) demonstrated that women often exhibit a higher degree of risk aversion and tend to have less confidence in their decision-making abilities compared to men. This latter possibility was studied by Lubienski et al. ( 2021 ), whose results showed an overconfidence of boys when evaluating the difficulty of a task.

In those cases where the revision of the plan is necessary, PE students show a superior ability to modify their initial plan and switch to the optimal flower. This means that these participants achieve a very high success rate. In KG, the results do not evidence this ability to replan the initial plan. Regarding the age factor, boys and girls in KG, in both tasks (S1 and S2) venture more to choose the complex path on their first attempt without achieving success, showing a lower planning capacity. This does not happen with boys and girls in PE. Again, the reason may go hand in hand with the greater cognitive and metacognitive control capacity of PE students.

These findings have important implications for educational practice and policy. First, this work reveals the feasibility and potential of floor-robot programming contexts—widely popular in early ages—for developing, beyond coding skills, problem-solving abilities. In this regard, this study addresses the need highlighted by various authors to tackle the development of metacognitive skills from an early age (e.g., Temur et al., 2019 ). In addition, the study provides valuable evidence into the influence of age and gender on success in problem-solving programming tasks and decision-making processes. For PE students, having the possibility to select between different lines of resolution provided them with a wider margin to achieve success. Conversely, for KG students, the mere necessity of making a choice introduced an added layer of complexity to the task. On the other hand, the fact that girls tend to choose the least complex route suggests greater metacognitive control. However, this fact, which might seem positive, does not necessarily have to be so, as the enhancement of metacognitive control could be behind a tendency to avoid taking risks. In fact, this tendency to take risks has been considered a determining factor in the gender gap when students confront challenging mathematical problems according to Lubienski et al. ( 2021 ). Further research is needed on the differences between boys and girls at early ages in the aforementioned aspects—risk aversion and overestimation of skills—in this type of problems, as this is something that the data from this study do not allow us to clarify.

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Del Olmo-Muñoz, J., Diago, P.D., Arnau, D. et al. Metacognitive control during problem solving at early ages in programming tasks using a floor robot. ZDM Mathematics Education (2024). https://doi.org/10.1007/s11858-024-01621-8

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