to Age Five
Tutorials 1 2 3 4
About Tutorial 6
Pre-Test
Module 1: Introduction to
Social and Emotional
Health: Definition and
Research Support
Module 2: The First Year
Module 3: Twelve to
Thirty-Six Months
Module 4: Three to Five
Years
Learning Objectives
Children Three to
Four Years
Tutorial 6 · Recognizing and Supporting
the Social and Emotional Health of Young Children Birth
5 6 7 8 9 10 Home Glossary Feedback
Activity: Teaching Problem Solving
Imagine that a teacher requires
some advice from you as a
mental health consultant. The
teacher bought a toy that all the
children like to play with. Due to
the restricted funds of the child
care program, the teacher could
buy only one.
The teacher observed one boy
trying to forcefully grab the toy
from a girl. Another boy had a
temper tantrum because he did
not have a turn playing with the
 Strategies to Support toy. As a result, the teacher took the highly preferred toy and placed it in her desk for a while.
Social and Emotional The teacher asks you how to handle the situation with that preferred toy and how to support
Development in
Children Three to
children to solve common social problems.
Four Years

Activity: Teaching
Problem Solving
Expert’s Response:
Children Four to Five Preschool children learn best from the everyday experience solving problems which are
Years meaningful to them. As a teacher, it is helpful to observe those moments when children have
problems and help them think about ways to solve their own problems. Anticipate problems
Module 5: Risk Factors
and Community Referrals
before they escalate and help children identify possible solutions.

Take Home Messages Teach a problem solving procedure (see picture below) by teaching children the steps to
Post-Test solve social problems: 1) Identify what the problem is; 2) Think about solutions; 3) Think
Resources about what will happen if I do this and how the other child will feel if I do this?; and 4) Try
the solution. You may want to teach the problem solving steps by role playing different
References
scenarios throughout the day. This will help children understand and use this process.
Hang the problem solving steps at the children’s eye level and refer to the steps frequently
during daily interactions.

During circle time, role play with puppets or dolls. Act out a scenario in which one puppet
does not share her toys. After that, talk with the children about how the puppets could
solve their problem. As children come up with solutions, write them down. Talk with the
children about which solutions will work and which are fair, etc. Teachers can also help
children brainstorm solutions by using the solution kit cue cards shown in pictures below.
Talk about the solutions as a group, have the pictures available to look at while children are
solving real problems, and praise children for using solutions.

Teach children how to take turns by implementing some of the solutions (see solution cue
cards below). Talk to the children and figure out if the solutions worked or if there are some
other solutions that might have worked better.

You might need to physically (i.e. tap on the shoulder gently) and/or verbally prompt
children when they have a social problem. You can refer the children to the problem solving
steps and solution cue cards.

Read stories about friendship skills. Talk about the characters’ emotions and how the
characters handle social situations.
Problem solving steps source
 Solution cue cards source

Resources:
Problem Solving in Action
Resources: Practical Strategies for Teachers/Caregivers

 
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