WiseTip: CD-SOL-M0009-G01A

Cognitive Development

Promoting Problem-Solving

Give your baby time to explore and examine novel objects with all their senses. You can do this during bath time or mealtimes.

1, 2, 3, 4

New Jersey Council for Young Children. (2013). New Jersey Birth to Three Early Learning Standards. Retrieved from https://www.nj.gov/education/ece/guide/standards/birth/standards.pdf
Poole, C. (1998). Problem-solving in action. Early Childhood Today, 12(8), 13–14.
Lee, T. (2011). I did it by myself: Scaffolding to develop problem-solving and self-help skills in young children. Child Care Quarterly. Retrieved from https://www.childcarequarterly.com/pdf/spring11_scaffolding.pdf
Keen, R. (2011). The development of problem solving in young children: A critical cognitive skill. Annual Review of Psychology, 62, 1–21.

WHY IT MATTERS

Babies can develop problem-solving skills if they are provided with opportunities for open-ended exploration, and guidance. They can be offered a range of intriguing items, and action responsive toys that they can grasp and suck, when they are playing or going through their daily routines, for example, manipulating spoons during mealtimes.

1, 2

Poole, C. (1998). Problem-solving in action. Early Childhood Today, 12(8), 13–14.
Keen, R. (2011). The development of problem solving in young children: A critical cognitive skill. Annual Review of Psychology, 62, 1–21.

Problem-solving promotes the development of new nerve cell connections and neural pathways forming in the brains of young children. As one researcher stresses, "The single best way to grow a better brain is through challenging problem solving".

Jensen, E. (2005). Teaching with the brain in mind (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development

Providing new things for children to explore keeps their brains alert and ready to learn new knowledge.

Hutt, C. (1967). Effects of stimulus novelty on manipulatory exploration in an infant. Child Psychology & Psychiatry & Allied Disciplines, 8(3-4), 241–247.

The motivation to continue problem-solving comes from the child's success, and trusted adults' encouragement and reinforcement of the accomplishment. Helping a child feel successful in his attempts to solve problems will encourage him to try again and improve in the skill.

Schiller, P., & Willis, C. A. (2008). Using Brain-Based Teaching Strategies to Create Supportive Early Childhood Environments That Address Learning Standards. YC: Young Children, 63(4), 52–55.