How to Develop Problem-Solving Skills in Children?
We often see children struggling with problem-solving in math and many other subjects. But, most of the time, we make them responsible for not concentrating on their studies or make them feel they are dumb or see teachers as incompetent in supporting them. All of these make the problem even worse. Instead of making the child or student or teacher responsible, it is important to find a solution for it.
We have to understand if problem-solving is difficult, then how difficult it would be to teach how to solve problems. Most of the time it is believed teachers are not capable enough to help students in developing problem-solving skills.
The common problems are:
- Mostly, teachers believe their responsibility is limited to teaching the syllabus.
- The focus is more on scoring higher grades and not only clearing concepts
- Teachers try to teach problem-solving simultaneously with mnemonics and memorizing procedures. These procedures are not predictable but divert students’ focus from the literacy and mathematics of the task.
- Mostly similar or routine problems are selected for students. So they assume those are the only problems. Do not think out of the box.
- The structures of problems do not vary sufficiently between the tasks chosen.
- Studying, reviewing, and writing about mathematical practices/methods used in problem-solving are rarely included in instructions.
In Literature, it is mostly too many words problem. Most of the time, it can be a daunting task for students to memorize all in one go, especially linguistic students who are still learning the language. . The reasons can be many and can vary from student to student and it is not limited to mathematics and literature. It also depends on the liking for a particular subject, that is if the student has a liking for a particular subject.
Also, teachers trying to teach problem-solving skills do not have to be somebody to be scared of. Students should enjoy the journey of learning and not see challenges as obstacles. Teaching and learning should be an enjoyable process for both teachers and students respectively. Start it early, start it when the child is still very small. It will build confidence in the child and help with problem-solving aptitude too later.
In this article, we are throwing light on three simple ways that can be followed to improve problem-solving skills in small children.
Though every age group is different and each one should be handled uniquely, here are some very generic, simple, and friendly points that will work across age groups. We have not included the technical steps here, but the simple steps that can be managed playfully without putting any stress on them.
1. Problem-Solving Using Real-Life Problems
When you face a challenge, give yourself time and “think aloud”. Think and use real-world examples that a child can understand and implement better in their life.
Also, on the other hand, allow the child to make mistakes. There is nothing called perfect. Every individual has some problem somewhere. And rarely does anybody do things perfectly the very first time. Everyone makes mistakes, and that is very much okay. Your first trial may not work, and there is nothing to worry about.
When you try problem-solving with real-life problems, it is important to tell the child that everything is not within our control and there are certain things that are out of our control. And as we are solving a problem at hand, our focus should be on what is actually within our control.
2. Let Children Know Doing Mistakes is Normal
Let children know asking questions is normal. In a very friendly environment, you can ask for advice when you have a problem or even if you don’t just to find out what advice they offer you. This will teach them making mistakes is normal and will also build their confidence level and help them face challenges. It is a way to allow them the opportunity to help others rehearse problem-solving skills.
Additionally, when they receive a positive response from you, indicating you value their ideas, they will gain confidence to solve their problems.
3. Language Should Be the Connector and not the Obstacle
Ensure you are communicating with the children in the same language they understand. Do not make the communication process difficult and beyond a child’s comprehension. Language is one of the most important factors in teaching and problem-solving. If a child is unable to grasp what is taught, it will be unable to ask for advice or express itself.
4. Do not Help Them With “The Answer” Immediately
Let them struggle to reach the answer. Failure is fine, but learning from failure is important. You will see, they may fail several times, but after several attempts, they will succeed.
Also, do not try to spoon-feed everything. Spoon-feeding may be good to score marks, but will not help in the long run. See their progress in their oral and written skills. If they are improving, you will see the improvement in both and it will reflect on your performance and behaviours.
Conclusion
Teaching problem-solving is a challenging task, but as a teacher, parent, or guardian, you need not have to develop a fear in the mind of a child! It is very important to make them feel comfortable and understand making errors is part of life and learning is an ongoing process.
Students can become successful problem solvers when:
- They are given demanding tasks that compel them to think critically.
- Language barriers are broken that are mostly to prevent them from solving the task.
- They know asking questions is a normal thing.
- They are left to struggle with challenges. Make sure, you do not reach out to help them immediately.
- Their problem-solving process is visible both orally and in writing.
The above scenario is generic. Problem-solving skills can be improved at a very early age by building confidence levels in small children. Most of the time, children avoid asking questions even if they are unable to grasp them or even if they have queries. If this tendency continues it can lead to a major problem when a child grows and enters higher classes. So, it is crucial to correct the problem at a very early age.
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