problem solve in early childhood education

ECE RESOURCE HUB

Early Childhood Education - Virginia​

Early Childhood Education - Resource Hub

Virginia Kindergarten Readiness Program

Advancing Effective Interactions & Instruction

Problem Solving with Others

Problem solving with others.

The skills needed to solve problems are learned just like academic skills – they don’t develop on their own or overnight

At a Glance

Preschool children are still learning how to effectively resolve disagreements. To do so, they need to take the perspective of another person and understand how their actions impact others. For example, a child is not likely to think about how taking a toy from another child would make that child mad or sad, which stands in the way of finding a safe, fair solution. You can empower children to learn to solve their own problems by helping them to identify the problem, take another child’s perspective, and implement a solution when issues arise.

• Get to Know This Skill

What It Looks Like

A quick glance at how you can help preschoolers develop their problem-solving skills, practice solving problems.

Encouraging children to think about and practice problem solving can prepare them to come up with solutions in the moment.

Problem Solving During Center Time

Promote children’s problem solving skills by having them think and talk about the issue. Then work with them as they explore and agree on a resolution.

Use Solutions Cards

Using solution cards prompts children to find and accept solutions. Supports like this work to build children’s ability to problem solve.

CLASSROOM STRATEGIES

Teach, Model, Support

Young children are still learning how to socialize, collaborate, and negotiate with others. With our support, children can learn these valuable skills and work together to find solutions as challenges arise. Learn key strategies you can use to teach social problem solving in advance and support it in the moment.

TRAUMA-INFORMED CARE

The Power of Play

A brief video from the Harvard Center on the Developing Child explores how play in early childhood can reduce stress (including trauma-related stress) and scaffold problem solving.

• Watch the Video
• Download Guiding Questions

FAMILY CONNECTION

Families as a Resource

In this article from the Center for Responsive Schools, Carol Davis shares how educators can have conversations with families about problems that occur in the classroom.

• Read the Article
• Download the Guiding Questions

CONSIDERING EQUITY

Considering Culture

In this NAEYC webinar, Dr. Isik-Ercan offers transformative yet practical tips educators can use to understand children’s cultural backgrounds and to support children as they encounter and solve social problems.

• Watch the Webinar

PROBLEM SOLVING THROUGH BOOKS

Share and Take Turns

Written by Cheri J. Meiners, this book provides many opportunities to talk and think about social situations that young children may encounter in the classroom, such as sharing toys or taking turns.

Activity Cards for Preschool Classrooms

Part of the streamin 3 curriculum, these activity cards provide simple and fun ways you can prompt children to collaborate and solve problems together.

Solve A Problem

Create typical social scenarios that children can use to brainstorm solutions.

Partner Talk

Invite children to turn to a peer and ask them something about their life.

Dance Party

You and children will work together to create a new dance.

People Sort!

Challenge children to sort themselves by patterns or colors on their clothing.

Get Our Resource Guide

Includes questions and activities to guide your use of the videos, book suggestions, and activity cards featured for each of the Core Skills

ECE Resource Hub

The Center for Advanced Study of Teaching and Learning (CASTL)

• Map & Directions
• Core Skills
• Strategy Library
• Book Collections
• JOBS AT UVA-CASTL

Copyright © 2023 by the Rector and Visitors of the University of Virginia

• Spanish – español

Approaches to Learning: Problem Solving

Birth to 9 months

7 months to 18 months, 16 months to 24 months, 21 months to 36 months.

Children attempt a variety of strategies to accomplish tasks, overcome obstacles, and find solutions to tasks, questions, and challenges.

Children build the foundation for problem-solving skills through nurturing relationships, active exploration, and social interactions. In infancy, children learn that their actions and behaviors have an effect on others. For example, children cry to signal hunger to their caregivers; in turn, their caregivers feed them. Caregivers’ consistent responses to children’s communication attempts teach children the earliest forms of problem solving. Children learn that they have the ability to solve a problem by completing certain actions. Children build this knowledge and translate it into how they interact and problem-solve in future situations.

Children discover that their actions and behaviors also have an impact on objects. They learn that certain actions produce certain results. For example, children may bang a toy over and over as they notice the sound that it makes. This behavior is intentional and purposeful; children learn that they have the ability to make something happen. As they get older, children will experiment with different ways to solve problems, such as moving puzzle pieces in different ways to place them correctly. They will use trial and error to find solutions to the tasks they are working on, and use communication skills to ask or gesture for help from caregivers.

By 36 months, children are able to decrease the amount of trial and error they use when solving problems. Their cognitive skills are maturing and they are able to use logic and reasoning when working through challenges. Increased attention allows children to focus for longer periods of time when working through challenges. Children still depend on their caregivers for help, but are likely to attempt problem solving on their own before asking someone for help.

Children are building the foundation for problem solving through active exploration and social interaction.

Indicators for children include:

• Focuses on getting a caregiver’s attention through the use of sounds, cries, gestures, and facial expressions
• Enjoys repeating actions, e.g., continues to drop toy from highchair after it is picked up by a caregiver or sibling
• Communicates the need for assistance through verbal and/or nonverbal cues, e.g., pointing, reaching, vocalizing

Strategies for interaction

• Respond thoughtfully and promptly to the child’s attempts for attention
• Provide interesting and age-appropriate toys and objects for exploration
• Engage and interact with the child frequently during the day

Children begin to discover that certain actions and behaviors can be solutions to challenges and obstacles they encounter. Children also recognize how to engage their caregiver(s) to assist in managing these challenges.

• Repeats actions over and over again to figure out how an object works
• Begins to recognize that certain actions will draw out certain responses, e.g., laughing and smiling will often result in an adult responding in the same manner
• Attempts a variety of physical strategies to reach simple goals, e.g., pulls the string of a toy train to move it closer or crawls to get a ball that has rolled away
• Demonstrate how to try things in different ways and encourage the child to do the same, e.g., using a plastic bucket as a drum
• Gently guide the child in discovering and exploring, while allowing him or her enough independence to try new things
• Respond thoughtfully and promptly to the child’s communication attempts

Children have an enhanced capacity to solve challenges they encounter through the use of objects and imitation. Children may take on a more autonomous role during this stage, yet, reach out to caregiver(s) in most instances.

• Imitates a caregiver’s behavior to accomplish a task, e.g., attempts to turn a doorknob
• Increases ability to recognize and solve problems through active exploration, play, and trial and error, e.g., tries inserting a shape at different angles to make it fit in a sorter
• Uses objects in the environment to solve problems, e.g., uses a pail to move numerous books to the other side of the room
• Uses communication to solve problems, e.g., runs out of glue during an art project and gestures to a caregiver for more
• Validate and praise the child’s attempts to find solutions to challenges
• Narrate while assisting the child in figuring out a solution, e.g., “Let’s try to turn the puzzle piece this way”
• Provide the child with opportunities to solve problems with and without your help; minimize the possibility for the child to become frustrated
• Respond to the child’s communication efforts

Children begin to discriminate which solutions work, with fewer trials. Children increasingly become more autonomous and will attempt to first overcome obstacles on their own or with limited support from caregiver(s).

• Asks for help from a caregiver when needed
• Begins to solve problems with less trial and error
• Refuses assistance, e.g., calls for help but then pushes a hand away
• Shows pride when accomplishing a task
• Uses increasingly refined skills while solving problems, e.g., uses own napkin to clean up a spill without asking an adult for help
• Follow the child’s lead and pay attention to his or her cues when assisting in a task
• Share in the child’s joy and accomplishments
• Model and narrate problem-solving skills through play
• Provide the child with blocks of uninterrupted time to work on activities
• Be available for the child and recognize when he or she needs guidance

Real World Story

Sebastian, who is 25 months old, is engaged in a fine-motor activity provided by his caregiver. He is holding large, plastic tweezers and is attempting to use them to pick up big, fuzzy balls off a plastic plate and move them into a plastic cup. He is holding the plastic tweezers in one hand, and holds the plate steady on the table. He repeatedly tries to use one hand, but cannot pinch the tweezers tightly enough to pick up one of the balls. Sebastian pauses, looks around, and picks up the balls with his thumb and forefinger.

Holding the plastic tweezers in one hand and the ball in the other, Sebastian places the ball in the tweezers and then pinches it closed. He moves it over to the plastic cup and drops it inside. He then grabs another fuzzy ball and places it in the tweezers. Again, he pinches it tightly and transfers it to the cup. Sebastian engages in the same method until all the fuzzy balls on his plate are now inside his cup. Once he is done, he empties out the cup onto the plate and starts all over. After successfully completing the process again, he holds out his full cup toward his caregiver, Maria. She sees him, smiles, and gives two thumbs up. Sebastian grabs his cup and walks over to her. He hands Maria the cup and walks away from the table.

Discover how this Real World Story is related to:

• Self-Regulation: Foundation of Development Attention Regulation
• Developmental Domain 1: Social & Emotional Development Self-Concept
• Developmental Domain 2: Physical Development & Health Fine Motor
• Developmental Domain 2: Physical Development & Health Perceptual
• Developmental Domain 4: Cognitive Development Logic & Reasoning

THIS EXAMPLE HIGHLIGHTS how children use physical trial and error to solve problems. Sebastian is not successful in his initial attempts to pick up the small objects with his tweezers. However, he pauses to think about possible ways to work on this problem, and then changes his process. Instead of pinching the tweezers to grab the ball, he places the ball in between the tweezers and then pinches it closed. This is easier for him, as he is still developing the fine motor skills necessary to be able to complete this task. Once he realizes he is successful in accomplishing his goal, he engages in this task until he has finished placing every ball on his plate into the cup. He then repeats the activity all over again. Sebastian’s ability to successfully problem solve builds his self-confidence. Maria’s positive acknowledgment of his accomplishment further supports his social and emotional development. A positive self-concept and increasing self-confidence is very important for Sebastian’s future learning and overall healthy development.

Discover how Problem Solving is related to:

• Self-Regulation: Foundation of Development Emotional Regulation
• Developmental Domain 1: Social & Emotional Development Relationship with Adults
• Developmental Domain 4: Cognitive Development Memory

Related Resources

Conflicts and problem-solving: How to help preschoolers help themselves

• AZ Early Childhood Network
• March 31, 2017

Conflicts and problems are normal in early childhood classrooms—but what’s the best way to solve them? Maybe you shouldn’t. When children disagree or grapple with difficult feelings, the teacher’s first instinct is often to suggest a solution so that order can be restored and classroom learning can continue. However, the “quick fix” might not help children in the long run. Problem-solving is an essential skill that becomes more and more important as children grow older and the challenges of life grow more complex.

Giving preschoolers the tools to think problems through (at their level) and suggest possible solutions will lead to greater social success and enhanced independent thinking. Rather than stepping in, teachers can use constructive strategies when children have problems and suggest ways the children themselves can effectively resolve those issues.

Continue reading here.

You Might Also Like

Promoting kindness in the classroom, center for disease control guidelines for child care, az early childhood workforce registry tips from director lynn hockenberger.

The average wait time for processing your college transcripts is 30 Days . For questions regarding your Registry account, please contact [email protected] .

• U.S. Department of Health & Human Services
• Administration for Children & Families
• Upcoming Events

Effective Practice Guides

• Open an Email-sharing interface
• Open to Share on Facebook
• Open to Share on Twitter
• Open to Share on Pinterest
• Open to Share on LinkedIn

Prefill your email content below, and then select your email client to send the message.

Recipient e-mail address:

Send your message using:

Cognition , or cognitive development, includes reasoning, memory, problem-solving, and thinking skills. Young children use these abilities to make sense of and organize their world. By the time children reach the preschool years, their cognitive skills have grown so much that they can engage in complex mathematical thinking and scientific reasoning.

Infants and toddlers play an active role in their own cognitive development by exploring and testing the world around them. Through these explorations and experiments, and with the support of parents, teachers, and other adults, infants and toddlers begin to understand basic mathematical, spatial, and causal relationships. More and more, infants and toddlers can rely on their developing memory to help them make sense of the world. All this activity in the first three years lays the foundation for the more complex cognitive skills children will build as preschoolers.

For preschoolers, cognitive development is presented as two different domains: Mathematics Development and Scientific Reasoning. This separation highlights the increasingly complex and more differentiated cognitive abilities of this age group.  Mathematics Development  in preschoolers refers to understanding numbers and quantities, their relationships, and operations, such as what it means to add to and take away. Mathematics also includes shapes and their structure, reasoning, measurement, classification, and patterns.

Scientific Reasoning  is the emerging ability to develop scientific knowledge about the natural and physical worlds. Children begin to learn scientific skills and methods and continue developing reasoning and problem-solving skills. For preschoolers, scientific investigation includes making observations, recording them, talking about them, and analyzing them. Problem-solving and reasoning become more complex as preschoolers gain new abilities to ask questions and gather information.

To read more about this domain, visit the  Interactive Head Start Early Learning Outcomes Framework .

The Cognition domain includes the following sub-domains:

Infants and Toddlers

Exploration and discovery, reasoning and problem-solving, emergent mathematical thinking, imitation and symbolic representation and play, preschoolers, counting and cardinality, operations and algebraic thinking, measurement, geometry and spatial sense, scientific inquiry, effective teaching practices.

The effective teaching practices that follow are grouped in three categories: Interactions, Environment, and Individualization. Examples of ways to support goals for children are provided by sub-domain. It is likely, however, that these practices will also support goals for children in additional domains and sub-domains. This is the nature of teaching and learning in the early years.

Home Visitors

Teaching practices in home visiting are the ways home visitors work with families to provide experiences that support their child’s development and learning, engage in responsive interactions, and use home as the learning environment. Home visitors:

• Facilitate parent-child interactions
• Engage parents in focusing on their child’s development
• Directly encourage parents to teach, talk, and interact with their child in responsive and warm ways
• Use family activities, routines, and materials in the home for learning
• Collaborate with parents to plan activities and experiences

Home visitors may consider using group care teaching practices in the “Know,” “Do,” and “Improve” sections during home visits and group socializations. They can engage with parents to identify, adapt, and use these practices or when appropriate, model the practices.

Sub-Domains: Infants and Toddlers

Explore resources, sub-domains: preschoolers.

Resource Type: Article

National Centers: Early Childhood Development, Teaching and Learning

Last Updated: July 27, 2020

• Privacy Policy
• Freedom of Information Act
• Accessibility
• Disclaimers
• Vulnerability Disclosure Policy
• Viewers & Players

We use cookies on our website to support technical features that enhance your user experience, and to help us improve our website. By continuing to use this website, you accept our privacy policy .

• Student Login
• No-Cost Professional Certificates
• COVID-19 Response
• Call Us: 888-549-6755
• 888-559-6763
• Search site Search our site Search Now Close
• Request Info

Skip to Content (Press Enter)

Problem Solving for Preschoolers: 9 Ways to Strengthen Their Skills

By Carrie Mesrobian on 12/20/2021

As an adult, you likely run into dozens of small issues every day that require problem-solving skills. While you might not give much thought to the process of figuring out the best way to put groceries away or how to run errands without backtracking all over town anymore, these basic problem-solving abilities weren’t always so simple. You refined these skills as a child with practice and guidance from adults.

Building problem-solving skills in preschool-age children is a foundational duty of all parents and early childhood educators. But it can be easy to lose sight of how to incorporate these skills, especially when family life gets hectic or classrooms become busy.

For some fresh perspective on how to look at problem solving from a preschooler lens, we asked several experts in the early childhood education (ECE) field how they teach skills in their own classrooms. Read on for some insight on helping the young ones in your life figure out creative and workable solutions.

9 Tried-and-true ways to develop problem-solving skills in preschoolers

1. use everyday moments.

The handy thing about teaching problem-solving skills at this age is that there are no textbooks, worksheets or special equipment involved. Every day, normal situations provide all the materials you’ll need to practice.

“Parents can help their children develop problem-solving skills through ongoing interactions with their children throughout their day,” explains Paula Polito, owner of Beary Cherry Tree Child Development Center. “At home, in the grocery store and in everyday routines, such as mealtime or bath time.”

Rebecah Freeling, parent coach and child behavior expert at Wits’ End Parenting ®, believes household chores are an excellent way to teach problem solving.

“Housework is a matter of solving one problem after another. All these things go wrong when you’re doing housework,” Freeling explains. “Kids get this idea that problems are no big deal. Problems happen all the time and we just solve them.”

That doesn’t necessarily mean making a chore chart, though Freeling says some kids respond well to them. Instead, she encourages parents to try to integrate kids into the everyday maintenance of the home, and when possible, work alongside them.

“Say, ‘What would you like to be in charge of today?’” Freeling advises. “It’s the difference between getting to do something versus having to do it.”

While a grocery store trip can sometimes be a stressful rush, there are infinite opportunities to practice problem solving, says Dr. Elizabeth DeWitt, senior curriculum and implementation specialist at Learning Without Tears . DeWitt suggests using a list or a recipe of ingredients and asking your child to help you find certain items.

“Say, ‘I have this recipe that says we need chicken, rice and soup. I see chicken and soup in our cart. What are we missing? What could we or should we add?’” DeWitt says.

Taking the time to simply talk children through the thought process—no matter how simple it seems—helps reinforce and show them how you came to that conclusion.

2. Ask open-ended questions

As in the grocery store situation, just asking questions is a powerful way to foster both problem solving and creativity in young children.

“When your child comes across a difficult task, like zipping their coat, it can often be faster and easier to stop what you're doing and zip it for them,” says Becky Loftfield, an ECE teacher at Community of Saints Preschool .

If a child says, “I can't do this,” Loftfield advises asking “how come?” This lets them answer in their own words. “Asking ‘how come’ usually works better than ‘why’ for young children,” Loftfield adds.

Pausing to listen to the child’s explanation of the problem in their own words guides what happens next.

“Perhaps they don't know how zippers line up at the bottom for the mechanism to slide,” says Loftfield. “Maybe the zipper itself is too small for them to grip. Encourage your child to explore what the problem actually is beyond ‘I can't zip my coat.’”

Polito also believes in the power of conversational questions to build problem-solving skills.

“For example, parents can ask a child to explain why they did something a certain way,” Polito explains. “Providing hints to children as opposed to giving them the answer is also another way for children to think deeper about a concept.”

“We promote more learning when we allow them to think through the question,” Polito says.

3. Center emotions

All problem solving involves emotions. In the zipping-up-the-coat situation, a child might act frustrated, get angry or start crying. Handling the emotion is often the key to the child sorting out the situation, as well as learning that they are capable of finding solutions.

“We are not born knowing how to solve problems or having the vocabulary to express our feelings,” says Torri Parker, a pre-K instructor at Aspen Academy . “Often I hear a student telling another child ‘You’re not my friend,’ when what the child is meaning is that they are hurt by something their friend did, or they would like some space.”

Parker suggests picture books that focus on emotions and offer multiple ways to express them can be a powerful way to help kids not only problem solve but also identify emotions in their peers and develop greater empathy.

“By providing the words needed to convey those feelings, a child learns what that feeling feels like and can then have the vocabulary in the future to solve a conflict like that,” Parker says.

4. Read books and tell stories

Sometimes, not having to tackle a problem that’s happening in the moment is a good way to practice these skills. This is where reading books and telling stories come into play.

“Books have the opportunity to build incredible social-emotional skills,” DeWitt says. Not only are kids looking for solutions to the characters’ problems, they’re also building vocabulary, narrative skills and critical thinking as well.

Nicole Evert, a pre-K teacher and ECE trainer at Creating Butterflies, recommends the use of “ social stories ” for preschool problem solving.

“A social story introduces a problem, then shows successful ways to solve the problem,” Evert explains. “Sometimes a social story will include silly pages that show how to not solve the problem.”

Social stories can be especially helpful for children with anxiety about certain activities or routines, as well as kids with disabilities.

“Parents and educators can even make their own social stories using pictures of the specific child and their environment, which can be so powerful,” adds Evert.

5. Take advantage of natural curiosities and interests

One approach to helping young children practice problem-solving skills is in the discovery of something they are authentically interested in learning about. Adam Cole, music director at The Willow School , explains his school’s Reggio Emilia -inspired philosophy where a teacher gives students “provocations.”

“Provocations are opportunities for them to encounter something for which they may then express further interest,” Cole explains. “For instance, a teacher may set up a drawing provocation, and the children may draw buildings. The teacher may pick up on this and talk with the children about buildings, asking how they are built and where they can find more. This may lead to research or trips to see buildings and will continue on until the thread plays itself out.”

Because the focus is centered on topics or activities that already capture the child’s interest, the problem-solving aspect is more meaningful and compelling for many children. Because the teacher works alongside the child to problem solve, it offers space for the teacher to ask questions and encourage further creativity.

“This is an organic way to learn to solve problems, bolstered by the intrinsic desire of the child to learn more,” Cole adds.

6. Model problem solving

Preschoolers are always observing our behavior as parents and teachers.

“Given that 90% of brain development occurs between birth and four years of age, we have an opportunity during these preschool years to set our children up for success,” says Polito.

It may seem obvious, but our strategies and methods provide kids with in-the-moment examples of how to handle life with things go wrong.

“From a teaching perspective, you can think, ‘I’m teaching this child how to be who they are, how to live life,’” says Freeling. “A spill derails you a bit. So, stop and ask the child, ‘How should I clean this up?’”

Loftfield agrees. “Parents and educators can act as guides for a child’s experience, demonstrating how they problem solve and modeling what they want to see.”

This doesn’t mean that the adult must do everything perfectly or without emotions, however. Managing feelings is all part of learning to problem solve. “Allow time for mistakes, time for meltdowns and time for celebration,” Loftfield advises.

7. Look to the child for the solution

This last one might seem counter to number six above, but Freeling believes that parents and teachers can help children learn to problem solve by removing themselves from the process.

“Moving past your instincts to fix or smooth over problems helps a lot,” Freeling says. “Project the kid’s age in your mind. Think of a 25-year-old graduating from college. I want them to be able to ask for a higher salary, to vocalize what they want. You’re not just getting kids to be obedient—you’re teaching them how to negotiate the world.”

This is why Freeling advises adults to try coming into a problem-solving situation with children without a ready-made solution. She offers an example: there’s only one red truck, and two children both want to play with it.

“You’re really looking to the child and trusting their thinking and intelligence for solutions you hadn’t thought of,” Freeling says. She recommends repeating questions until the kids come to a decision and as long as no one’s at risk of injury, standing by the children’s solution.

“They might say, ‘We have to paint all the trucks red, since everyone wants a red truck,’” Freeling says. This might seem odd to an adult. But the point is to make the children a vital part of the creative process instead of just getting them to comply with the adult’s idea.

Developing empathy also factors into this scenario, especially in situations where problems stem from hurt feelings or other emotional conflicts. Freeling believes that finding ways to make restitution to others they’ve hurt is a better practice than forcing kids to apologize. She suggests having a child draw a picture of something the upset child likes as a way to make amends and help them recognize the other’s individuality.

“We don’t want kids to feel guilt for hurting someone; we want them to feel compassion,” Freeling says. “And solving problems in a relationship requires empathy.”

Is an early childhood education career right for you?

Enjoying the process of seeing life through a little one’s eyes? Early childhood education is an exciting, dynamic field full of creativity and potential to positively impact the lives of children and their families. If helping kids learn and grow sounds like something you’d be good at, check out our article “9 Signs You Should Be Teaching Preschool.”

Wits’ End Parenting is a registered trademark of Wits’ End Parenting, Inc. This program does not prepare students for licensed teaching positions in elementary or secondary schools . A Bachelor’s degree and a state teaching license are typically required to work as a teacher in most school settings; however, states, municipalities, districts or individual schools may have more stringent licensing requirements. Childcare facilities and states establish qualifications for staff who work with children, and often implement guidelines regarding age, education, experience and professional development. Students must determine the licensure requirements for the state and facilities in which they intend to work.

• Share on Facebook
• Share on Twitter
• Share on Pinterest
• Share on LinkedIn

Request More Information

Talk with an admissions advisor today. Fill out the form to receive information about:

• Program Details and Applying for Classes
• Financial Aid and FAFSA (for those who qualify)
• Customized Support Services
• Detailed Program Plan

There are some errors in the form. Please correct the errors and submit again.

Please enter your first name.

Please enter your last name.

There is an error in email. Make sure your answer has:

• An "@" symbol
• A suffix such as ".com", ".edu", etc.

There is an error in phone number. Make sure your answer has:

• 10 digits with no dashes or spaces
• No country code (e.g. "1" for USA)

There is an error in ZIP code. Make sure your answer has only 5 digits.

Please choose a School of study.

Please choose a program.

Please choose a degree.

The program you have selected is not available in your ZIP code. Please select another program or contact an Admissions Advisor (877.530.9600) for help.

The program you have selected requires a nursing license. Please select another program or contact an Admissions Advisor (877.530.9600) for help.

Rasmussen University is not enrolling students in your state at this time.

By selecting "Submit," I authorize Rasmussen University to contact me by email, phone or text message at the number provided. There is no obligation to enroll. This site is protected by reCAPTCHA and the Google Privacy Policy and Terms of Service apply.

About the author

Carrie Mesrobian

Carrie is a freelance copywriter at Collegis Education. She researches and writes articles, on behalf of Rasmussen University, to help empower students to achieve their career dreams through higher education.

Posted in Early Childhood Education

• child development
• ECE activities
• early childhood education

Related Content

Noelle Hartt | 02.08.2024

Hope Rothenberg | 01.04.2024

Brianna Flavin | 12.14.2023

Noelle Hartt | 12.07.2023

This piece of ad content was created by Rasmussen University to support its educational programs. Rasmussen University may not prepare students for all positions featured within this content. Please visit www.rasmussen.edu/degrees for a list of programs offered. External links provided on rasmussen.edu are for reference only. Rasmussen University does not guarantee, approve, control, or specifically endorse the information or products available on websites linked to, and is not endorsed by website owners, authors and/or organizations referenced. Rasmussen University is accredited by the Higher Learning Commission, an institutional accreditation agency recognized by the U.S. Department of Education.

The 5 Key Theories of Educational Psychology in Early Childhood Education and Care

• December 3, 2023

Understanding Educational Psychology in Early Childhood Education and Care

If you’ve ever been curious about why children behave the way they do, or how they acquire new skills and knowledge, you’ve dipped your toe into the waters of educational psychology. This is a scientific field that studies how humans learn in educational settings, the effectiveness of educational interventions, and the development of our teaching methods.

Now, when we focus on early childhood education and care, understanding educational psychology becomes even more critical. Young children are not just small adults; their brains work differently. If we hope to educate and guide them effectively, we need to understand these differences. Education is defined as:

“a journey of acquiring knowledge and skills through structured teaching, independent exploration, and direct experience.” A child’s brain, due to its plasticity and potential for growth, is a fertile ground for this journey. Let’s delve into understanding the major psychology theories applicable in this regard.

Psychology is defined as:

the scientific study of the mind and behaviour. In the sphere of early childhood education and care, the subfield of educational psychology makes this study particularly pertinent. Here, the discipline ventures into understanding how children learn and what can promote or hinder their learning and development. To unwrap this, educators draw on various educational psychology theories. Each one sheds light on a different facet of a child’s excursion through early learning.

Educational psychology then means much more than understanding how children learn. It’s about uncovering the ways that we, as educators, can meet the diverse needs and preferences of each learner to create an inclusive, engaging learning experience that recognises and respects each child’s unique perspectives and abilities.

The Importance of Educational Psychology Theories in Early Childhood Education

So, why then are educational psychology theories so crucial in early childhood education and care? These theories help early years educators understand how children think, learn, and interact with their surroundings. They provide a framework for stepping into the shoes of a young one to appreciate the world from their perspective. Armed with this understanding, we can guide children better and help them navigate their own educational journey.

The value of these theories extends beyond the classroom. They can help parents, caretakers, and those in contact with children create supportive environments that stimulate optimal development.

Before we aim to explore the main theories in educational psychology, as they relate to ECE, let’s summarise them, to give you a brief understanding of what each one entails:

1. Behaviourism: Learning through Pavlovian principles

A theory wrought by Ivan Pavlov, behaviourism adopted in early childhood education focuses primarily on observable behaviours. Children are observed as they respond to certain stimuli, showing they’ve learned and thus, have been conditioned. This theory states that learning occurs through reinforcing or rewarding behaviours, or through punishment to deter them.

2. Cognitive Development: Piaget’s exploration into a child’s mind – Educational Psychology

Swiss psychologist Jean Piaget mapped the journey of cognitive development, shedding light on how children perceive the world around them. Piaget argued that children go through specific stages of cognitive growth, each defined by unique intellectual capabilities. Early education can support cognitive development by fostering an environment conducive to exploration and question-asking. Interested in developmental psychology? Want to learn more on developmental theories through case studies and practical examples? You will love this 1 hour professional development course with a certificate, 90% subsidied for TeachKloud readers, here .

3. Constructivism: Children as Active Participants

Constructivism puts the child in the driver’s seat. It posits that learning isn’t a passive event but an active process where children construct their own understanding of the world through experience and reflection. In an educational setting, this might involve problem-solving tasks, independent exploration, and hands-on activities.

4. Social Learning: Observational Learning and Modelling

Children are social creatures. They learn from and model their behaviour after others, particularly significant adults in their life. Albert Bandura’s Social Learning Theory underscores this, suggesting that observing others can be a powerful way to learn new behaviours. This theory encourages the creation of a positive learning environment where appropriate behaviours are demonstrated and mimicked.

5. Multiple Intelligences: The Spectrum of Intellect

Howard Gardner’s Theory of Multiple Intelligences presents an expansive understanding of intelligence, far beyond basic intellectual measures. It acknowledges that children learn and express their knowledge in various ways, including linguistic, logical-mathematical, bodily-kinesthetic, spatial, musical, interpersonal, intrapersonal, and naturalistic intelligence. This highlights the importance of diversifying teaching strategies to cater to each intelligence.

In the realm of early childhood education and care, these educational psychology theories function as guideposts. They help us navigate the landscape of a growing child’s mind, constantly adjusting to their developmental needs and learning styles. Ultimately, their careful and mindful application can set children up for a lifetime of successful learning.

Now, let’s explore each of the above theories in more depth.

Behaviourism: Shaping Learning Through Reinforcement and Punishment – Educational Psychology

Behaviourism is a perspective on learning that focuses on observable behaviour. In essence, it involves the correlation between a particular stimulus and a resultant behaviour. According to the Behaviourist school of thought, the learning process is predominantly influenced by external factors. As someone responsible for fostering young minds, understanding this theory can help you better shape your teaching methods and environment.

Reinforcement and punishment are two key concepts in behaviourist theory that are used to shape behaviour. It’s based on the premise that actions followed by desirable outcomes (reinforcements) are more likely to be repeated, whereas actions followed by undesirable outcomes (punishments) are less likely to reoccur.

Behaviourism serves as a driving force in the classroom, notably in shaping desirable behaviour and discouraging acts of disobedience or disruption. By allowing teachers to selectively reinforce rewarding behaviours and punish undesirable ones, schools can create a positive atmosphere conducive to active learning.

For example, in the simplest of forms, a teacher might reward a student for raising their hand before speaking ( positive reinforcement ) or correct a student interrupting class by briefly isolating them from the group ( negative punishment ). By linking these consequences with the student’s actions, the theory suggests that the child will associate their actions with these outcomes thereby learning what is and isn’t acceptable behaviour in the school environment. Do you think these are beneficial, do you agree with this theory?

Let’s summarise the main experiments and theories in behavioursm!

Operant conditioning , an important aspect of Behaviourism, relates to the learned response to performing certain actions. The idea, developed by B.F. Skinner, suggests that a student can be conditioned to perform or avoid specific behaviours based on the response they get. For instance, if a student receives praise for drawing a good picture ( positive reinforcement ), they will be inclined to repeat such activities.

Pavlov’s Dogs is a popular behaviorism experiment. Devised by Ivan Pavlov, a Russian physiologist, this theory investigates the role of stimuli in evoking a specific response. Pavlov reasoned that dogs salivated when food was present. He then paired the food with the ringing of a bell. Over time, the dogs began to salivate with just the ringing of the bell, which meant this neutral stimulus (bell) had become a conditioned stimulus.

This learning process is known as classical conditioning: an automatic response to a previously neutral stimulus after repeated associations with another stimulus. The asset of this experiment in educational psychology is its demonstration of how we can learn to respond in certain ways through repeated associations in our environment.

Behavioural Conditioning in Education

Beyond Pavlov’s dogs, how does this relate to early childhood education and care? Behaviourism asserts that all behaviours are learned through interaction with the environment. It suggests that anything children can do, they have learned to do. In a classroom, this might mean rewarding good behaviour or right answers to promote repetition, or discouraging negative behaviour with appropriate sanctions.

The Little Albert Study – 1919 

The “Little Albert” experiment is a significant study in the field of educational psychology and a crucial example of classical conditioning. Conducted by John B. Watson and his graduate student, Rosalie Rayner, in 1919, the experiment aimed to demonstrate that emotional responses could be conditioned or learned.

Initially, ‘Albert’, a nine-month-old boy, showed no fear of a white rat. However, Watson and Rayner began pairing the sight of the rat with the loud sound of a hammer hitting a steel bar behind Albert’s back. The loud noise, naturally, frightened Albert.

The conditioning continued until Albert showed fear at the sight of the rat, even in the absence of the noise. Thus, fear had been conditioned; Albert had ‘learned’ to fear the white rat.

Thorndike’s Cats and the law of effect – 1898-1905

Edward Thorndike formulated the Law of Effect in 1898 after his puzzle box experiments with cats.

In his experiments, Thorndike placed cats inside puzzle boxes and observed their behaviour. When a cat performed a specific action that opened the box — for example, pulling a lever or pushing a button — it was allowed to escape and rewarded with a morsel of food. Through this process of trial-and-error, the cats eventually learned which actions resulted in them escaping and receiving a reward. Thorndike’s meticulous observations led to the formulation of the Law of Effect.

The Law of Effect 

Simply put, the Law of Effect states that responses that lead to satisfying consequences are more likely to be repeated, while actions leading to unsatisfying outcomes are less likely to occur again. In other words, behaviours followed by rewarding outcomes are strengthened, but behaviours followed by discomfort or unpleasant results diminish over time.

This empirical law is at the heart of behaviourism. It underscores the fundamental role of reinforcement (reward) and punishment in shaping behaviour — a concept that has had a significant impact on a variety of disciplines, including early childhood education and care.

The Skinner Box

B. F. Skinner (1904-1990) was an American psychologist known for contribution to behaviorism.

Contributing further to the field of behaviourism, Skinner proposed the theory of operant conditioning – a learning process through which behaviour that’s followed by reinforcement (reward) is strengthened and hence, is more likely to happen again. Conversely, a behaviour followed by punishment is weakened and less likely to recur. His work has had a profound impact on our understanding of behaviour and its influence on learning and development.

Skinner also introduced the concept of ‘schedules of reinforcement’ . This refers to strategies of enforcement in which the frequency and timing of reinforcement vary. It includes fixed-ratio, variable-ratio, fixed-interval, and variable-interval schedules – strategies that have found substantial application in different fields, including early childhood education and care.

The Notion of Positive and Negative Reinforcement

At the heart of operant conditioning lie two main tenets –  positive reinforcement and negative reinforcement . Positive reinforcement refers to presenting a motivating item or event after a behaviour, encouraging its repetition. For instance, rewarding a child for finishing their homework with time on their favorite game.

On the flip side, negative reinforcement involves the removal of an undesirable item or event after a behaviour, likewise promoting its recurrence. Imagine driving in any car without a seatbelt – the irritating and persistent beeping sound stops as soon as you buckle up, thus negatively reinforcing the behaviour of wearing a seatbelt.

It is crucial to note here that negative reinforcement is not punishment – it is intended to increase good behaviour, not decrease poor behaviour.

Implementation of Behaviourism in Early Childhood Education – Educational Psychology

When it comes to applying behaviourism in early childhood education, there are a variety of strategies educators can employ:

Positive and Negative Reinforcement

An understanding of reinforcement, in its positive and negative forms, aids educators in actively influencing a child’s behaviour. Positive reinforcement might involve praise or rewards for good behaviour or successful learning outcomes, while negative reinforcement is the removal of an undesirable element following appropriate behaviour.

Use of Punishment

Punishment, both positive and negative, forms part of the Behaviourism theory. Positive punishment may involve mild reprimands or loss of privileges in response to inappropriate behaviour. Negative punishment might be the removal of a favourite toy or activity. Remember, it’s essential to ensure punishments are appropriate and not detrimental to the child’s emotional health.

Structured Learning Environment

In behaviourism, a structured learning environment is key. This may include clear rules and expectations, a routine, and consistent responses to certain behaviours. From knowing what to expect, children can learn to predict consequences and alter their behaviour accordingly.

Note: While Behaviourism offers valuable techniques, it should work in conjunction with other theories for an all-encompassing approach to early childhood learning and development.

Cognitive Development: How Children Think and Learn – Educational Psychology

When it comes to understanding how children think and learn, the cognitive development theory, largely explored by the Swiss psychologist Jean Piaget, takes centre stage. This theory, at its very core, prioritises the child’s mental growth and the stages they navigate through as their thinking evolves, paving the way for understanding, knowledge and learning.

Piaget’s cognitive development theory breaks down into four critical stages:

1. Sensorimotor Stage (0 to 2 years)

This is the first stage in a child’s cognitive development, according to Piaget. During these years, infants and toddlers learn primarily through their senses and motor activities. They begin to grasp the idea of object permanence —understanding that objects continue to exist even when they cannot be seen, touched, or heard.

2. Preoperational Stage (2 to 7 years)

During this stage, children start to develop language and use symbols to represent objects. Children at this age tend to be egocentric, meaning they usually see things only from their perspective. They aren’t capable of logical reasoning yet, but they can use pretend play, make-believe, and imitate others.

3. Concrete Operational Stage (7 to 11 years)

At this stage, children’s thinking becomes more logical and less egocentric. They can comprehend concepts like conservation, reversibility, and cause and effect. In doing so, they start to grasp that the quantity or amount of something doesn’t change even if its appearance differs.

4. Formal Operational Stage (12 years onwards)

This is the ultimate phase of cognitive development. Here, youngsters can think abstractly and reason logically. They’re capable of hypothetical and deductive reasoning, and they can understand complex issues and situations.

Understanding these stages and applying them to teaching strategies can immensely benefit the child’s intellectual growth. Just remember, each child develops at their pace and may not strictly adhere to these stages’ age boundaries.

Constructivism: Encouraging Active Learning and Problem-Solving Skills – Educational Psychology

Constructed on the belief that knowledge is not passively received but actively built up by the learner’s experiences and ideas, constructivism invites children to be part of their learning journey. Widely accepted in early childhood education and care, the theory promotes independent thinking, active learning, and problem-solving skills in young learners.

From the constructivist perspective, understanding comes from interacting with the environment and reflecting on these experiences. A child’s learning, therefore, integrates new information with prior knowledge, leading to a continually evolving understanding of the world.

You, as an educator or parent, might have noticed that children often learn better when they actively explore their environment and interact with real-world challenges. That’s constructivist learning in action, your child is building their understanding through experience and reflection.

There are two central sub-theories within constructivism: cognitive constructivism and social constructivism.

Cognitive Constructivism

Cognitive constructivism emphasises the individual learner’s construction of knowledge. It is built on Piaget’s theory of cognitive development that each child going through development stages will develop, organise, and use their ‘schema’ – cognitive frameworks that help them interpret their world.

This constructivist approach supports learners as they create meaningful interpretations of their world, through active involvement and interaction with their surroundings.

Social Constructivism

On the other hand, Social constructivism, derived from the work of Vygotsky, places more emphasis on learning as a social process. It states that learning happens when children engage in social activities and dialogue, and that learning and development are interrelated processes.

By participating in conversations and collaborative activities with more experienced individuals (like parents, teachers, or older peers), children can reach higher levels of performance and understanding than they could on their own.

Implementing constructivism in early childhood education and care can be incredibly fulfilling. You’ll see your children exploring their environment, asking questions, figuring things out for themselves, and applying their newfound knowledge in different contexts. Over time, this process nurtures independent thinking, enhances problem-solving skills, and prepares them for lifelong learning.

Implementation of Constructivism in Early Childhood Education

The implementation of constructivism theory in early childhood education primarily involves facilitating an experience-based learning environment. It’s a shift from the traditional method of rote memorisation to a more interactive setup, where children actively construct their own understanding and knowledge of the world around them.

What this means in practicality is that educational settings are crafted with rich opportunities for exploration and discovery, encouraging children to question, brainstorm, and get hands-on with their surroundings. Children are encouraged to make decisions, solve problems and think critically. This actively engages them in the learning process, shifting it from passive reception of information to active participation and interaction.

Tools used in a Constructivist Learning Environment

Constructivist teaching leverages a variety of tools to stimulate a child’s curiosity and promote self-learning. Important tools include:

Interactive Materials

These are the items that a child can manipulate physically. Examples include building blocks, puzzles, and arts-and-crafts supplies. By interacting with these materials, children gain a greater understanding of their environment and learn fundamental concepts such as shapes, numbers, and patterns.

Technological Tools

In today’s increasingly digitised world, various technological tools, such as tablets and interactive whiteboards, are being used to facilitate learning. These tools not only engage children but also provide a platform for them to explore and learn at their own pace. Technology can offer interactive games and applications that teach different subjects, fostering independent discovery and problem-solving skills.

Real-World Scenarios

A constructivist approach often incorporates real-world examples to make learning more relatable and effective. From field trips to shops for understanding numbers and money to nature walks for learning about the environment, real-world scenarios play a significant role in constructivist learning.

The Role of The Teacher

While the tools mentioned above are crucial in a constructivist environment, perhaps the most significant ‘tool’ is the teacher. The role of the teacher in a constructivist classroom is not just to disseminate information, but to guide students, stimulate curiosity, promote questioning, and facilitate problem-solving.

Social Learning: The Power of Observing and Modeling Behaviours – Educational Psychology

Next, lets examine social learning theory, also known as observational learning, strongly influenced by the work of psychologist Albert Bandura. This approach suggests that learning occurs through the observation and replication of others’ behaviour. You may have noticed this phenomenon when a child copies an adult’s action, such as sweeping the floor with a toy broom or “talking” on a toy phone. This is social learning in action.

According to Bandura, there are four components to learning through observation:

First and foremost, according to Bandura, watching others is a key component of learning new behaviours. This process can happen unintentionally or intentionally, such as in a classroom when a teacher demonstrates a new skill or behaviour for students to imitate.

Observation does not equate to learning on its own. We must also remember what we’ve observed. Memory is, therefore, a critical element in the learning process. Methods, such as repetition and revisiting the observed behaviours, are often used to ensure that what has been learnt is retained.

We recreate:

Subsequently, the theoretical knowledge gained from observing is of no use until we are able to put it into practice. Thus, the third step involves translating these theoretical observations into practical actions. With practice and persistence, the observed behaviour becomes part of our skills set, improving over time through constant repetition and refinement.

We are motivated:

Finally, motivation plays a crucial role in learning through observation. Without the desire or reasons to replicate a behaviour, our observations, memory and practice will be of no avail, as we fail to internalize the behaviour.

In conclusion, the framework provided by Bandura’s social learning theory guides how educators design and implement lessons, strategise reinforcement, and evaluate students’ progress. It reminds us that learning is not a singular occurrence but an ongoing process, focusing on feedback, reflection, and constant adaptation.

Multiple Intelligences: Recognizing and Nurturing Different Learning Styles – Educational Psychology

Howard Gardener proposed an intriguing idea that broke the long-standing paradigm of intelligence being a singular entity. His groundbreaking theory proposed that children (and adults) are not simply ‘smart’ or ‘not smart’. Instead, he suggested that there are multiple ways individuals can be intelligent, hence the concept of Multiple Intelligences was born. The five key intelligences Gardener identified are:

Gardner provided a means of mapping the broad range of abilities that humans possess by grouping their capabili- ties into the following eight comprehensive “intelligences” (Armstrong, 2017).

These eight comprehensive intelligences do not exist in isolation, but interplay in powerful combinations that make each person unique in their learning style. This is especially relevant in early childhood, where development is rapid and individual traits begin to significantly emerge. These intelligences include:

Linguistic Intelligence: This refers to a child’s ability to think in words, utilise language to express and appreciate complex meanings, and effectively use language to achieve their goals. It’s easily noticeable in children who enjoy stories, like to read, write, tell jokes or debate.

Logical-Mathematical Intelligence: This is associated with reasoning, calculating, problem-solving and abstract, complex thinking. You’ll find this type of intelligence in children who easily understand numbers, patterns, and logical puzzles.

Spatial Intelligence: It is about perceiving the visual world accurately, performing transformations and modifications upon one’s initial perceptions, and being able to re-create aspects of one’s visual experience. Children with this type of intelligence tend to enjoy puzzles, drawing, and constructing things.

Bodily-Kinesthetic Intelligence: It involves using one’s body to solve problems or create products. These children are often strong in physical activities such as sports, dance or drama.

Musical Intelligence: This intelligence is about sensitivity to rhythm, pitch, and timbre. Children with high musical intelligence may be constantly singing, tapping their foot, or drumming their fingers.

Interpersonal Intelligence: It involves understanding people’s intentions, emotions, motivations, and their desire for social interaction. It’s prevalent in children who are leaders among their peers, empathetic, communicators and mediators.

Intrapersonal Intelligence: This relates to self-reflection and an inner understanding of oneself. Children with a high level of this intelligence are usually introspective, often focused on their thoughts and feelings.

Naturalistic Intelligence: This type of Intelligence is about understanding and nurturing the natural environment. It shines in children who are interested in animals, plant life and are aware of the nature around them.

Identifying these facets of intelligence in every child provides the opportunity to nurture their dominant areas while also developing the others. It ensures a well-rounded, confident learner who can work effectively in different environments, and with various materials and groups of people. The resulting prolific learning outcomes justify the integration of this theory in early childhood education.

Applying Educational Psychology Theories in Early Childhood Education and Care

After understanding the five major educational psychology theories, it’s important to apply these within the framework of early childhood education and care. This application combines theory with practical technique to create high-quality, developmental experiences for young children.

Let’s start with behaviourism . This theory, focusing on observable behaviours, can be applied within classrooms by incorporating structured rewards and punishments. Teachers can engage in behaviour shaping techniques, such as giving stars for completed tasks, to encourage positive behaviours while discouraging negative ones.

Next up is cognitive development . Remember Piaget’s stages? Those can be applied by providing age-appropriate activities to support learning. A teacher could provide hands-on activities or puzzles to challenge cognitive abilities and foster growth within the stages of cognitive development.

Constructivism allows for the application of more active learning and problem-solving techniques. Teachers can encourage children to question, explore, and solve problems, helping to build their critical thinking capabilities.

In line with social learning , educators can model behaviours and perform role-play scenarios with children, allowing them to learn novel behaviours through observation. For example, showing children how to negotiate toy-sharing conflicts or demonstrating manners during snack time.

Finally, using multiple intelligences theory, teachers can create diverse activities suited to varying learning styles. For instance, incorporating music, art, games, or even outdoor educational activities can cater to different intelligences, ensuring all children are engaged with learning in a way that’s most effective for them.

Through these ways, educational psychology theories transition seamlessly into everyday education practices. Applying these theories in a practical and applicable manner helps children develop important skills, grow emotionally, cognitively and socially, while fostering a love for lifelong learning.

P.S. Are you interested in developmental psychology? Want to learn more on developmental theories through case studies and practical examples? You will love this 1 hour professional development course with a certificate, 90% subsidied for TeachKloud readers, here .

Understanding Socio-Emotional Development: A Comprehensive Guide

• 1st March, 2024

Pedagogy in Early Childhood Education: A Comprehensive Guide

• 21st January, 2024

Emotional Development in Early Childhood Education: A Practical Guide

• 7th January, 2024

The Effect of Interactive Picturebook Reading on Problem-Solving Skills in Preschool: A Quasi-Experiment

• Published: 24 July 2023

Cite this article

• Joris Van Elsen   ORCID: orcid.org/0000-0002-9674-2927 1 ,
• Leen Catrysse   ORCID: orcid.org/0000-0003-1537-1632 2 &
• Sven De Maeyer   ORCID: orcid.org/0000-0003-2888-1631 1  

569 Accesses

3 Altmetric

Explore all metrics

Interactive picturebook reading is an easily accessible and enjoyable activity that provides preschoolers with opportunities to practice problem-solving skills. Increasingly, preschool age is considered the ideal time to foster problem-solving skills. This paper examines the effect of interactive picturebook reading on the problem-solving skills of preschool children. A total of 130 preschool children between 4 and 6 years old participated in a pretest–posttest quasi-experiment with a non-equivalent control group. During five interactive reading sessions in small groups, preschoolers were invited to discuss possible solutions to the problems the book characters encounter. Problem-solving skills were measured with two Pictorial Multiple-Solutions Tasks. Multilevel analysis indicates that interactive picturebook reading can improve children’s flexibility, fluency, and originality in coming up with possible solutions to a problem. In addition, we found that the picture that was used and the emotional reactions of the children to the test situation influenced the test scores. The results show that giving children the opportunity to discuss possible solutions to problems presented in picturebooks is an effective way to work on problem-solving skills in preschool. Further research is needed to explore the optimal conditions for effective interactive picturebook reading to develop preschoolers’ problem-solving skills and the extent to which the skills demonstrated during interactive picturebook reading can be transferred to real-life problem solving.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price includes VAT (Russian Federation)

Instant access to the full article PDF.

Rent this article via DeepDyve

Institutional subscriptions

Similar content being viewed by others

Shared Picturebook Reading in a Preschool Class: Promoting Narrative Comprehension Through Inferential Talk and Text Difficulty

Ageliki Nicolopoulou, Elizabeth Hale, … Gina Maurer

Future preschool teachers’ mathematical questions during shared book reading

Emke Op ‘t Eynde, Fien Depaepe, … Joke Torbeyns

Word problem solving and pictorial representations: insights from an exploratory study in kindergarten

Iliada Elia

Note that the calculation for flexibility and originality differ from the formula used by Leikin ( 2012 ). The picture Leikin used contained fewer attributes and suggested fewer possibilities than the pictures in the current study. This necessitated adjustments to the calculation of the flexibility and originality scores.

Akaike, H. (1974). A new look at the statistical model identification. IEEE Transactions on Automatic Control, 19 (6), 716–723. https://doi.org/10.1109/TAC.1974.1100705

Article   Google Scholar  

Anggoro, F. K., Dubosarsky, M., & Kabourek, S. (2021). Developing an observation tool to measure preschool children’s problem-solving skills. Education Sciences, 11 (12), 779. https://doi.org/10.3390/educsci11120779

Baars, M., Wijnia, L., & Paas, F. (2017). The association between motivation, affect, and self-regulated learning when solving problems. Frontiers in Psychology . https://doi.org/10.3389/fpsyg.2017.01346

Bates, D., Maechler, M., Bolker, B., & Walker, S. (2015). Fitting linear mixed-effects models using lme4. Journal of Statistical Software . https://doi.org/10.18637/jss.v067.i01

Cameron, A. C., & Trivedi, P. K. (1998). Regression analysis of count data . Cambridge University.

Book   Google Scholar  

Capin, P., Walker, M. A., Vaughn, S., & Wanzek, J. (2018). Examining how treatment fidelity is supported, measured, and reported in K–3 reading intervention research. Educational Psychology Review, 30 (3), 885–919. https://doi.org/10.1007/s10648-017-9429-z

Casey, B., Erkut, S., Ceder, I., & Young, J. M. (2008). Use of a storytelling context to improve girls’ and boys’ geometry skills in kindergarten. Journal of Applied Developmental Psychology, 29 (1), 29–48. https://doi.org/10.1016/j.appdev.2007.10.005

Chung, Y., Rabe-Hesketh, S., Dorie, V., Gelman, A., & Liu, J. (2013). A nondegenerate penalized likelihood estimator for variance parameters in multilevel models. Psychometrika, 78 (4), 685–709. https://doi.org/10.1007/s11336-013-9328-2

Cicchetti, D. (1994). Guidelines, criteria, and rules of thumb for evaluating normed and standardized assessment instruments in psychology. Psychological Assessment, 6 (4), 284–290. https://doi.org/10.1037/1040-3590.6.4.284

Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.

Google Scholar  

Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.

Csapo, B., & Funke, J. (Eds.). (2017). The nature of problem solving: Using research to inspire 21st century learning . OECD Publishing. https://doi.org/10.1787/9789264273955-en

Dowdall, N., Melendez-Torres, G. J., Murray, L., Gardner, F., Hartford, L., & Cooper, P. J. (2020). Shared picture book reading interventions for child language development: A systematic review and meta-analysis. Child Development, 91 (2), 383–399. https://doi.org/10.1111/cdev.13225

Fettig, A., Schultz, T. R., & Ostrosky, M. M. (2016). Storybooks and beyond: Teaching problem solving skills in early childhood classrooms. Young Exceptional Children, 19 (3), 18–31. https://doi.org/10.1177/1096250615576803

Fitton, L., McIlraith, A. L., & Wood, C. L. (2018). Shared book reading interventions with English learners: A meta-analysis. Review of Educational Research, 88 (5), 712–751. https://doi.org/10.3102/0034654318790909

Fusaro, M., & Smith, M. C. (2018). Preschoolers’ inquisitiveness and science-relevant problem solving. Early Childhood Research Quarterly, 42 , 119–127. https://doi.org/10.1016/j.ecresq.2017.09.002

Gosen, M. N. (2012). Tracing learning in interaction: An analysis of shared reading of picture books at kindergarten [Doctoral dissertation, Rijksuniversiteit Groningen]. Groningen, Netherlands. Retrieved from https://www.rug.nl/staff/m.n.gosen/binnenwerk_final_mngosen.pdf

Gosen, M. N., Berenst, J., & de Glopper, K. (2015). Problem-solving during shared reading at kindergarten. Classroom Discourse, 6 (3), 175–197. https://doi.org/10.1080/19463014.2014.991339

Green, A. J. K., & Gilhooly, K. (2012). Problem solving. In N. Braisby & A. Gellatly (Eds.), Cognitive psychology (2nd ed., pp. 301–333). Oxford University Press.

Guilford, J. P. (1967). The nature of human intelligence . McGraw-Hill.

Hox, J., Moerbeek, M., & van de Schoot, R. (2018). Multilevel analysis: Techniques and applications (3rd ed.). Routledge.

Jaccard, J., & Turrisi, R. (2003). Interaction effects in multiple regression (2nd ed.). Sage Publications.

Kemple, K. M., Lee, I. R., & Harris, M. (2016). Young children’s curiosity about physical differences associated with race: Shared reading to encourage conversation. Early Childhood Education Journal, 44 (2), 97–105. https://doi.org/10.1007/s10643-014-0683-0

Koo, T. K., & Li, M. Y. (2016). A guideline of selecting and reporting intraclass correlation coefficients for reliability research. Journal of Chiropractic Medicine, 15 (2), 155–163. https://doi.org/10.1016/j.jcm.2016.02.012

Kuznetsova, A., Brockhoff, P. B., & Christensen, R. H. B. (2017). lmerTest package: Tests in linear mixed effects models. Journal of Statistical Software, 82 (13), 1–26. https://doi.org/10.18637/jss.v082.i13

Leikin, M. (2012). The effect of bilingualism on creativity: Developmental and educational perspectives. International Journal of Bilingualism, 17 (4), 431–447. https://doi.org/10.1177/1367006912438300

Lenth, R. (2022). emmeans: Estimated marginal means, aka least-squares means . (1.7.5) [R package]. Retrieved from https://CRAN.R-project.org/package=emmeans

Lüdecke, D., Ben-Shachar, M., Patil, I., Waggoner, P., & Makowski, D. (2021). Performance: An R package for assessment, comparison and testing of statistical models. Journal of Open Source Software, 6 (60), 3139. https://doi.org/10.21105/joss.03139

Massey, S. L. (2004). Teacher–child conversation in the preschool classroom. Early Childhood Education Journal, 31 (4), 227–231. https://doi.org/10.1023/B:ECEJ.0000024113.69141.23

Mayer, R. E. (1994). Problem solving. In M. W. Eysenck (Ed.), The Blackwell dictionary of cognitive psychology (pp. 284–288). Blackwell.

Merga, M. K. (2017). Interactive reading opportunities beyond the early years: What educators need to consider. Australian Journal of Education, 61 (3), 328–343. https://doi.org/10.1177/0004944117727749

Meyer, L. A., Wardrop, J. L., Stahl, S. A., & Linn, R. L. (1994). Effects of reading storybooks aloud to children. Journal of Educational Research, 88 (2), 69–85. https://doi.org/10.1080/00220671.1994.9944821

Mol, S. E., Bus, A. G., & de Jong, M. T. (2009). Interactive book reading in early education: A tool to stimulate print knowledge as well as oral language. Review of Educational Research, 79 (2), 979–1007. https://doi.org/10.3102/0034654309332561

Morris, S. B. (2008). Estimating effect sizes from pretest–posttest-control group designs. Organizational Research Methods, 11 (2), 364–386. https://doi.org/10.1177/1094428106291059

Morrow, L. M., & Smith, J. K. (1990). The effects of group size on interactive storybook reading. Reading Research Quarterly, 25 (3), 213–231. https://doi.org/10.2307/748003

Nakagawa, S., Johnson, P. C. D., & Schielzeth, H. (2017). The coefficient of determination R2 and intra-class correlation coefficient from generalized linear mixed-effects models revisited and expanded. Journal of the Royal Society Interface, 14 (134), 20170213. https://doi.org/10.1098/rsif.2017.0213

Nicolopoulou, A., Hale, E., Leech, K., Weinraub, M., & Maurer, G. (2023). Shared picturebook reading in a preschool class: Promoting narrative comprehension through inferential talk and text difficulty. Early Childhood Education Journal . https://doi.org/10.1007/s10643-023-01497-5

OECD. (2013). PISA 2012 assessment and analytical framework: Mathematics, reading, science, problem solving and financial literacy [Book Report]. Retrieved from https://www.oecd.org/pisa/pisaproducts/PISA%202012%20framework%20e-book_final.pdf

Op’t Eynde, E., Depaepe, F., Verschaffel, L., & Torbeyns, J. (2022). Shared picture book reading in early mathematics: A systematic literature review. Journal Für Mathematik-Didaktik . https://doi.org/10.1007/s13138-022-00217-7

Osborn, A. F. (1953). Applied imagination: Principles and procedures of creative thinking . Scribners.

Pantaleo, S. (2007). Interthinking: Young children using language to think collectively during interactive read-alouds. Early Childhood Education Journal, 34 (6), 439–447. https://doi.org/10.1007/s10643-007-0154-y

R Core Team. (2022). R: A language and environment for statistical computing. R Foundation for Statistical Computing (4.2.1). Retrieved from https://www.R-project.org/

Rathé, S., Torbeyns, J., Hannula-Sormunen, M. M., & Verschaffel, L. (2016). Kindergartners’ spontaneous focusing on numerosity in relation to their number-related utterances during numerical picture book reading. Mathematical Thinking and Learning, 18 (2), 125–141. https://doi.org/10.1080/10986065.2016.1148531

Said-Metwaly, S., Van den Noortgate, W., & Kyndt, E. (2017). Approaches to measuring creativity: A systematic literature review. Creativity: Theories–research–applications, 4 (2), 238. https://doi.org/10.1515/ctra-2017-0013

Sanetti, L. M. H., Cook, B. G., & Cook, L. (2021). Treatment fidelity: What it is and why it matters. Learning Disabilities Research & Practice, 36 (1), 5–11. https://doi.org/10.1111/ldrp.12238

Schulz, K. F., Altman, D. G., & Moher, D. (2010). CONSORT 2010 Statement: updated guidelines for reporting parallel group randomised trials. BMJ , 340 , c332. https://doi.org/10.1136/bmj.c332

Towson, J. A., Fettig, A., Fleury, V. P., & Abarca, D. L. (2017). Dialogic reading in early childhood settings: A summary of the evidence base. Topics in Early Childhood Special Education, 37 (3), 132–146. https://doi.org/10.1177/0271121417724875

Tsamir, P., Tirosh, D., Tabach, M., & Levenson, E. (2010). Multiple solution methods and multiple outcomes—Is it a task for kindergarten children? Educational Studies in Mathematics, 73 (3), 217–231. https://doi.org/10.1007/s10649-009-9215-z

van den Heuvel-Panhuizen, M., Elia, I., & Robitzsch, A. (2016). Effects of reading picture books on kindergartners’ mathematics performance. Educational Psychology, 36 (2), 323–346. https://doi.org/10.1080/01443410.2014.963029

van Elsäcker, W., & Verhoeven, L. (1997). Kleuters leren meer van voorlezen in kleine groepen [Preschoolers learn more from reading aloud in small groups]. Pedagogische Studiën , 74 , 117–129. Retrieved from http://objects.library.uu.nl/reader/index.php?obj=1874-205429&lan=en#page//99/85/45/99854534421556341700966248117926214125.jpg/mode/1up

Van Elsen, J. (2020, Dec 26). Take the test: Instruction video [Video]. YouTube. Retrieved from https://www.youtube.com/watch?v=0LzRdlpGCTo

van Kleeck, A. (2003). Research on book sharing: Another critical look. In A. van Kleeck, S. A. Stahl, & E. Bauer (Eds.), On reading books to children: Parents and teachers (pp. 271–320). Lawrence Erlbaum Associates.

Chapter   Google Scholar  

Walsh, R. L., & Hodge, K. A. (2018). Are we asking the right questions? An analysis of research on the effect of teachers’ questioning on children’s language during shared book reading with young children. Journal of Early Childhood Literacy, 18 (2), 264–294. https://doi.org/10.1177/1468798416659124

Wickham, H. (2016). ggplot2: Elegant graphics for data analysis . (3.3.6) [R package]. Springer-Verlag. Retrieved from https://ggplot2.tidyverse.org

Wiliam, D., & Thompson, M. (2008). Integrating assessment with learning: What will it take to make it work? In C. A. Dwyer (Ed.), The future of assessment: Shaping teaching and learning (pp. 53–82). Routledge.

Wiseman, A. (2011). Interactive read alouds: Teachers and students constructing knowledge and literacy together. Early Childhood Education Journal, 38 (6), 431–438. https://doi.org/10.1007/s10643-010-0426-9

Zhang, Q., Sun, J., & Yeung, W.-Y. (2023). Effects of using picture books in mathematics teaching and learning: A systematic literature review from 2000–2022. Review of Education, 11 (1), e3383. https://doi.org/10.1002/rev3.3383

Zimmerman, D. W., & Williams, R. H. (1982). Gain scores in research can be highly reliable. Journal of Educational Measurement, 19 (2), 149–154. http://www.jstor.org/stable/1434908

Children’s Literature Cited

Picturebooks marked with an asterisk were included in the proposed list.

*Bright, R. & Field, J. (2017). Twee vechtende eekhoorntjes [The squirrels who squabbled] . Gottmer.

Flas, I. & Masson, A. (2012). De sleutel [The key] . Clavis.

Lloyd, S. & Tickle, J. (2004). Happende haaien [Yummy yummy! Food for my tummy!] . Veltman Uitgevers.

*Robinson, M. & Powell, C. (2018). Hoe verstop je een giraffe? [Have you seen my giraffe?] . De Fontein.

*Schubert, I., & Schubert, D. (1998). Een gat in mijn emmer [A hole in my bucket] . Lemniscaat.

*Timmers, L. (2015). Garage Gust [Gu's garage]. Querido.

*Timmers, L. (2017). Diepzeedokter Diederik [Deep-sea doctor Derek] . Querido.

Van Genechten, G. (2015). Rikkie heeft een plan [Rikkie has plan] . Clavis

*Van Haeringen, A. (2015). De prinses met de lange haren [The princess with the long hair] . Leopold.

*Veldkamp, T. & de Boer, K. (2008). Agent en Boef [Cop and Robber] . Lemniscaat.

Velthuijs, M. (2017). Kikker vindt een schat [Frog finds a treasure] . Leopold.

Download references

Acknowledgements

The authors would like to thank all participating teachers for implementing the intervention and data collection and Prof. Dr. Joke Torbeyns for her suggestions.

This research was supported by the Research Foundation, Flanders (Fonds Wetenschappelijk Onderzoek, Vlaanderen) [Grant Number 1S03523N].

Author information

Authors and affiliations.

Department of Training and Education Sciences, Faculty of Social Sciences, University of Antwerp, Antwerp, Belgium

Joris Van Elsen & Sven De Maeyer

Department of Online Learning and Instruction, Faculty of Educational Sciences, Open Universiteit, Heerlen, Netherlands

Leen Catrysse

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to Joris Van Elsen .

Ethics declarations

Conflict of interest.

The authors report there are no competing interests to declare.

Ethical Approval

The research was approved by the Ethical Advisory Committee for Social and Human Sciences (EASHW) of the University of Antwerp on 12 January 2021 [file SHW_20_112].

Informed Consent

Parental consent forms were distributed and obtained along with an information letter and the questionnaire on child characteristics.

Additional information

Publisher's note.

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

Reprints and permissions

About this article

Van Elsen, J., Catrysse, L. & De Maeyer, S. The Effect of Interactive Picturebook Reading on Problem-Solving Skills in Preschool: A Quasi-Experiment. Early Childhood Educ J (2023). https://doi.org/10.1007/s10643-023-01542-3

Download citation

Accepted : 30 June 2023

Published : 24 July 2023

DOI : https://doi.org/10.1007/s10643-023-01542-3

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Problem solving
• Interactive picturebook reading
• Preschool education
• Quasi-experiment

Advertisement

• Find a journal
• Publish with us
• Track your research

• NAEYC Login
• Member Profile
• Hello Community
• Accreditation Portal
• Online Learning
• Online Store

Popular Searches:   DAP ;  Coping with COVID-19 ;  E-books ;  Anti-Bias Education ;  Online Store

Making Math Meaningful for Young Children

You are here

Children are natural mathematicians. They push and pull toys, stack blocks, and fill and empty cups of water in the bathtub. All of these activities allow young children to experience math concepts as they experiment with spatial awareness, measurement, and problem solving (ETFO 2010; NAEYC 2010). Young children easily learn as they describe, explain, and consider the ideas from their immediate environment. Am I as tall as Yancey? How can I find out? I know! We can both stand next to each other in front of the mirror.

Early math is not about the rote learning of discrete facts like how much 5 + 7 equals. Rather, it’s about children actively making sense of the world around them. Unlike drills or worksheets with one correct answer, open-ended, playful exploration encourages children to solve problems in real situations. Because the situations are meaningful, children can gain a deeper understanding of number, quantity, size, patterning, and data management (Grossman 2012). For example, it is easier to understand what six means when applied to a real-life task such as finding six beads to string on a necklace or placing one cracker on each of six plates.

Creating a math-rich classroom

Research suggests that preschool classrooms can be the ideal environment for learning about math (ETFO 2010). Children sort materials into corresponding bins at cleanup time, explore patterns and shapes while creating at the art table, tell time while using the visual schedule to predict which activities come next, and measure when they squeeze their bodies through the climber on the playground (ETFO 2010).

Preschool classrooms also celebrate curiosity and risk-taking as children engage in inquiry-based exploration at various learning centers and outdoors. Interesting items in the environment encourage children to find answers to their questions and solve problems across all curricular domains. Children measure as they clap out the beats to music. They repeat rhythmic patterns as they dance. They describe, sort, and count objects in the discovering science center and look for patterns while on a nature walk. They count the rungs while climbing up the ladder to the loft. Many familiar children’s songs, stories, and poems contain mathematical messages that help familiarize children with counting, measuring, and patterning. For example, children can count along with “One, two, buckle my shoe” and “Ten little monkeys jumping on the bed.”

In addition to offering blocks, buttons, and other loose materials to touch and explore, teachers can ask open-ended questions that promote problem solving and probe and challenge children’s mathematical thinking and reasoning (Ontario Ministry of Education 2010). Such questions are not meant to elicit correct answers but rather to engage children in open-ended conversations that promote high-level thinking, such as What do you notice about these objects? How might we sort the toys? One of the foundations of play-based learning is that the teacher is active in the play, asking questions and adding knowledge and insight. The teacher learns together with children throughout the inquiry process.

Every preschool classroom needs to be rich with materials that encourage math exploration and learning. A well-stocked math and manipulatives center includes found objects such as shells, stones, bread tags, and sticks, as well as purchased materials. The center can include photos of completed geoboard creations or of children sorting coins in the dramatic play center. There might be narratives of children’s learning, such as transcripts of children’s comments and conversations, and artwork featuring pattern or shape exploration. Teachers can post documentation of math learning as a way of encouraging children to reflect on past experiences and motivate them to plan and revise future ones. These visuals can inspire even deeper, more connected learning. They help children maintain their focus on a particular topic, refine and expand their ideas, communicate their learning to others, and reflect on their experiences before making new plans.

Encourage children to play mathematically

Young children need to see themselves as capable mathematicians. Child-guided and child-focused explorations and teacher-guided math activities help children practice and consolidate their learning. This helps them feel confident about what they know and can do. Although many preschoolers learn some math concepts on their own, it’s important for teachers to include math in authentic experiences, resulting in a deeper understanding by children (ETFO 2010).

In addition to creating a rich math and manipulatives learning center, teachers can encourage children to use math tools and strategies in all areas of the classroom. Children might use a set of plastic links to measure their buildings in the block center, use play money to pay for a train ticket in the dramatic play center, and use rulers to measure the growth of spring bulbs in the discovering science center. Take a set of scales outdoors so children can figure out who found the heaviest rock. Using math tools for real-life tasks frees both teachers and children to act spontaneously, resulting in richer interactions and a calmer learning environment (Wien 2004).

In addition to the freedom to use materials in authentic ways, children also need freedom of time and space to deeply engage in math. The preschool schedule should include plenty of time for uninterrupted play so children have the time they need to work on sustained tasks of interest. This allows children to explore materials thoroughly, often resulting in more complex and evolved experiences over time. If a child spends all of his time at one learning center, he is not missing out on learning opportunities elsewhere. Instead, his deep connection to the center is often indicative of rich learning. Teachers can model the use of other materials at the center, such as using writing materials to draw plans for a structure to be built, or pose challenges that encourage the child to think beyond her play, such as How tall can you build this tower before it falls?

To support learning, it is important to encourage children to communicate their explorations and findings. Teachers can establish a routine through which children share their experiences at group time. For example, a child might explain how he built a structure with blocks, do a dance with repeating steps, or share a photo of a complex pattern made with colorful buttons. While circulating through the room, a teacher might notice high-quality work and suggest that a child share it with her peers during group time. The child making the presentation grows in confidence and the onlookers may want to try the experience themselves.

Most children enter preschool knowing a lot about math. In a safe and supportive classroom they will feel comfortable taking risks and engaging in self-directed problem solving. Weaving math into all areas of the curriculum will heighten children’s play experiences and allow all learners to experience success. Children will soon see themselves as capable mathematicians who apply their skills in a number of ways. Their growing math skills, confidence, and interests will serve them well in school and life.

Supporting Dual language learners

Children who are DLLs can learn math concepts and skills without being fluent in their second language. Much of the meaning is found in the right materials. If families send to the classroom familiar items from home, the children will know the name and function of the items in their home language. They can use this prior knowledge as a foundation to help them learn math. For example, young children may not understand how to sort plastic shapes, but they already know it is important to sort the baby’s socks and daddy’s socks in separate piles—a math activity that has real-life meaning in any language.

ETFO (Elementary Teachers’ Federation of Ontario). 2010. Thinking It Through: Teaching and Learning in the Kindergarten Classroom . Toronto, ON: ETFO.

Grossman, S. 2012. “The Worksheet Dilemma: Benefits of Play-Based Curricula.” Early Childhood News . www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=134 .

NAEYC. 2010. “Early Childhood Mathematics: Promoting Good Beginnings.” A joint position statement of NAEYC and the National Council of Teachers of Mathematics (NCTM). www.naeyc.org/files/naeyc/file/positions/psmath.pdf .

Ontario Ministry of Education. 2010. The Full-Day Early Learning-Kindergarten Program (draft version). Toronto, ON: Queen’s Printer for Ontario. www.edu.gov.on.ca/eng/curriculum/elementary/kindergarten_english_june3.pdf .

Wien, C.A. 2004. “From Policing to Participation: Overturning the Rules and Creating Amiable Classrooms.” Young Children 59 (1): 34–40. www.naeyc.org/files/yc/file/200401/Wien.pdf .

Deanna Pecaski McLennan , PhD, is a kindergarten educator and author in Windsor, Ontario, Canada. She loves exploring mathematics through a play-, inquiry-based approach. She enjoys sharing her classroom practice and connecting with others using social media. @McLennan1977

Vol. 8, No. 1

Print this article

Challenges Facing Early Childhood Education: Key Issues and Solutions

By GGI Insights | April 6, 2024

Table of contents

However, despite its significance, early childhood education faces numerous challenges that hinder its effectiveness and accessibility. This article explores these challenges and potential solutions to ensure all children have access to quality early childhood education.

Understanding Early Childhood Education

To better comprehend the challenges faced by early childhood education, it is essential first to understand its importance. Early childhood education refers to the educational programs and activities designed for children from birth to eight. During this critical stage of development, children acquire vital skills and knowledge that form the foundation for their future learning and development.

Research,  guided by various theories of early childhood education ,  has consistently shown that children who receive quality early childhood education demonstrate enhanced cognitive, social, and emotional skills throughout their lives. They are better prepared for formal schooling and have higher academic achievement rates. Moreover, early childhood education fosters essential skills such as problem-solving, creativity, and critical thinking that are vital in the modern world. Additionally, early childhood education research plays a critical role in continually enhancing these educational strategies.

Regarding early childhood education, several key components work together to provide a holistic learning experience for young children. These components include:

• Play-based Learning: Play , a focus of many early childhood associations , is integral to early childhood education, promoting exploration, problem-solving, and creativity. Children engage with their environment, develop their imagination, and learn to interact with others through play.
• Developmentally Appropriate Curriculum: Activities and materials are tailored to suit each age group's developmental needs and abilities. This ensures that children are challenged appropriately and can progress at their own pace.
• Qualified and Dedicated Educators: Trained teachers who understand child development and effective teaching strategies play a crucial role in early childhood education. They create a nurturing and stimulating environment where children can thrive and reach their full potential.
• Safe and Nurturing Environment: Physical and emotionally safe learning environments are essential for young children. When children feel secure and supported, they are more likely to engage in learning, take risks, and develop a positive attitude toward education.

More than merch, the 'Ignite Potential' collection is a statement. Wear your passion, knowing 30% fuels quality education initiatives . Shop now, ignite possibility!

Early childhood education nurtures children's intellectual growth and social and emotional well-being. Children learn to communicate effectively, develop positive relationships, and regulate emotions by engaging in age-appropriate activities. These skills are vital for their overall development and future success.

It also builds a strong foundation for later learning. It helps children develop essential literacy and numeracy skills, curiosity, and a love for learning. By cultivating a positive attitude towards education from an early age, children are more likely to succeed academically and pursue lifelong learning.

Early childhood education plays a crucial role in shaping the lives of young children. It provides them with the necessary stimulation and support to promote their overall development and prepares them for academic success. By embracing the key components of early childhood education and recognizing its importance, we can ensure that every child has the opportunity to thrive and reach their full potential.

Identifying the Challenges in Early Childhood Education

Despite the immense benefits of early childhood education, several challenges hinder its progress:

Lack of Adequate Funding

One significant challenge is insufficient funding for early childhood education programs. Many programs struggle to secure the necessary resources to provide high-quality education and support services to all children, especially those from disadvantaged backgrounds. Insufficient funding leads to limited access to early childhood education and compromised program quality.

Investing in early childhood education is essential as it yields long-term benefits for individuals and society,  especially when enhanced with adequate early childhood education resources .  Governments and communities must prioritize funding early childhood education to ensure every child has an equal opportunity to thrive.

For example, allocating more funds towards early childhood education can result in smaller class sizes, which allows for more individualized attention and better learning outcomes. Additionally, increased funding can provide resources such as books, educational materials, and technology, enriching the learning environment for young children.

Teacher Shortages and High Turnover Rates

The shortage of qualified early childhood educators is another significant challenge in early childhood education. Many countries struggle to attract and retain skilled teachers in this field. The demanding nature of the job, inadequate compensation, and low professional status contribute to high turnover rates.

Efforts should be made to recruit and retain talented educators by offering competitive salaries, comprehensive professional development opportunities, and recognition for their invaluable work. Additionally, enhancing the public perception of the early childhood education profession will attract more individuals passionate about nurturing young minds.

Establishing mentorship programs and support networks for early childhood educators can help alleviate their challenges. Educators can receive guidance, share experiences, and feel more valued by providing a supportive community.

Inadequate Training and Professional Development

Providing ongoing training and professional development opportunities for early childhood educators, often assisted by early childhood organizations , is crucial for ensuring quality education. However, many educators lack access to comprehensive training programs that equip them with the knowledge and skills to teach young children effectively.

Investing in professional development for early childhood educators is essential to keep them abreast of the latest research, teaching methodologies, and best practices. Continuous learning opportunities will empower educators to provide high-quality and developmentally appropriate instruction.

Collaboration between educational institutions and early childhood education programs can facilitate the exchange of knowledge and expertise. This partnership can create opportunities for educators to receive specialized training and gain insights from experienced professionals in the field.

Incorporating technology into professional development programs can enhance accessibility and provide educators with innovative teaching strategies. Online courses, webinars, and virtual conferences can offer flexibility and convenience, allowing educators to grow professionally at their own pace.

While early childhood education faces various challenges, addressing these issues is crucial for providing every child with a solid foundation for lifelong learning. By investing in adequate funding, attracting and retaining skilled educators, and providing comprehensive training and professional development opportunities, we can overcome these obstacles and ensure high-quality early childhood education.

The Impact of These Challenges on Children

The challenges facing early childhood education have significant implications for children's development. Let's explore the effects of these challenges on children:

Effects on Cognitive Development

Inadequate access to quality early childhood education can hinder children's cognitive development. Discussions on what is the Head Start program highlight this, illustrating how without early exposure to enriching learning experiences, children may enter school unprepared, lagging behind their peers in essential skills such as language acquisition, problem-solving, and logical thinking.

For example, imagine a child who grows up in a low-income neighborhood with limited access to quality early childhood education programs. They may be unable to engage in activities stimulating their cognitive abilities, such as hands-on experiments, interactive storytelling, or educational games. As a result, their cognitive development may be stunted, making it challenging for them to grasp complex concepts and keep up with their classmates.

On the other hand, high-quality early childhood education programs offer a stimulating environment that supports children in developing cognitive skills necessary for success in school and later in life. These programs often incorporate engaging activities that promote critical thinking, problem-solving, and creativity. Additionally, they provide a structured curriculum that introduces children to foundational concepts in math, science, and language arts.

By participating in such programs, children can explore and discover their interests, develop a love for learning, and build a solid foundation for their future academic pursuits. It is crucial to address early childhood education challenges to ensure that all children have access to these programs and foster their cognitive development from an early age.

Social and Emotional Consequences

Early childhood education is vital in shaping children's social and emotional well-being. It helps children develop crucial social skills such as communication, empathy, and cooperation. Without access to quality early childhood education, children may struggle with social interactions, and experience increased social and emotional challenges.

Consider a child who does not have the opportunity to attend a high-quality early childhood education program. They may miss out on valuable social experiences, such as working collaboratively on projects, engaging in group discussions, and learning how to navigate conflicts constructively. As a result, they may struggle to form meaningful relationships, communicate effectively, and regulate their emotions.

On the other hand, providing inclusive early childhood education programs that promote positive relationships, emotional regulation, and social competence is essential in addressing the challenges and supporting children's social and emotional development. These programs often incorporate activities that encourage children to express their emotions, practice active listening, and develop empathy toward others.

By participating in such programs, children learn how to navigate social situations, build healthy relationships, and develop a strong sense of self-awareness. These skills contribute to their overall well-being and lay the foundation for their future success in various aspects of life, including personal relationships, academic achievements, and professional endeavors.

Case Studies: Real-world Examples of Challenges in Early Childhood Education

Real-world examples can shed light on the challenges faced by early childhood education and the efforts made to overcome them. Let's examine two case studies:

Rural Early Childhood Education

Rural communities often face unique challenges in providing early childhood education due to geographic isolation, limited resources, and economic constraints. Access to quality programs may be limited, resulting in educational disparities between rural and urban areas.

Rural early childhood education faces a specific challenge: infrastructure and facilities. In many remote areas, there may not be enough schools or classrooms to accommodate all the children in the community. This can lead to overcrowded classrooms and a shortage of qualified teachers.

Innovative solutions like mobile early childhood education units have been introduced to address this issue. These units are equipped with educational materials and staffed by trained educators who travel to different rural communities, bringing early childhood education directly to the children. This approach ensures access to education and fosters a sense of community and belonging among the children.

In addition to mobile units, virtual learning platforms have been implemented in some rural areas. These platforms provide online educational resources and interactive activities that children can access from their homes. This helps overcome geographic barriers and allows children to learn at their own pace and explore topics of interest.

Furthermore, community partnerships are crucial in improving rural early childhood education. Local businesses, organizations, and volunteers collaborate with schools to provide additional resources and support. For example, a local farm may partner with a rural school to organize field trips, exposing children to nature and hands-on learning experiences.

Urban Early Childhood Education

Urban areas often encounter challenges such as overcrowded classrooms, high poverty rates, and cultural diversity. These challenges can hinder quality early childhood education and impact children's learning experience.

One of the major challenges in urban early childhood education is the high student-to-teacher ratio. Overcrowded classrooms make it difficult for teachers to provide individualized attention to each child, resulting in a less effective learning environment. High poverty rates in urban areas can also lead to limited access to resources and support systems crucial for a child's development.

Community-based organizations have emerged as a vital component of urban early childhood education to address these challenges. These organizations work closely with schools and community resources to provide comprehensive support to children and their families. They offer after-school programs, tutoring services, and mentorship opportunities to ensure children receive the necessary academic and emotional support.

Collaborations between schools and community resources have also proven effective in improving urban early childhood education. For example, partnerships with local health clinics can ensure that children can access regular health check-ups and necessary vaccinations. This holistic approach recognizes the importance of addressing educational and non-educational factors impacting a child's learning experience.

Targeted intervention programs have been implemented to address the needs of urban children specifically. These programs focus on early literacy, social-emotional development, and parental involvement. By providing resources and training to parents, these programs aim to create a strong support system for children at home and in school.

Potential Solutions to Overcome These Challenges

While the challenges in early childhood education are significant, there are potential solutions that can help overcome them:

Increasing Investment in Early Childhood Education

Governments, communities, and philanthropic organizations must allocate adequate funding to enhance access to early childhood education. Investing in high-quality programs, improving infrastructure, and increasing teacher salaries will ensure that every child can benefit from quality early education.

Increasing investment in early childhood education is crucial for children's overall development and well-being. Adequate funding allows for implementing evidence-based practices, such as play-based learning, which fosters cognitive, social, and emotional development. With proper investment, early childhood education programs can provide enriching experiences that support children's growth and prepare them for future success.

Improving infrastructure is essential to create safe and stimulating learning environments. Upgrading facilities, providing age-appropriate materials, and ensuring proper sanitation are all crucial aspects of enhancing the quality of early childhood education. By investing in infrastructure, children can access well-equipped classrooms and outdoor spaces that promote exploration, creativity, and physical development.

In addition to investing in programs and infrastructure, increasing teacher salaries is vital for attracting and retaining highly qualified educators. Higher salaries recognize the value of their work and encourage talented individuals to pursue a career in early childhood education. Well-compensated teachers are more likely to be motivated, dedicated, and committed to providing young children with the best learning experiences.

Enhancing Teacher Training and Retention Strategies

It is crucial to prioritize teacher training and professional development opportunities to address the shortage of qualified teachers. By offering competitive salaries, mentorship programs, and career advancement opportunities, the early childhood education field will attract and retain talented educators passionate about nurturing and educating young minds.

Effective teacher training programs equip educators with the knowledge and skills to support children's development. These programs should focus on evidence-based practices, child development theories, and strategies for creating inclusive and culturally responsive learning environments. Ongoing professional development opportunities should also be provided to ensure that teachers stay updated with the latest research and best practices in early childhood education.

Mentorship programs can be crucial in supporting new teachers and helping them navigate the profession's challenges. Experienced educators can provide guidance, share their expertise, and support early career teachers emotionally. By establishing strong mentorship programs, the field of early childhood education can create a supportive network that promotes professional growth and development.

Career advancement opportunities, such as leadership and specialized roles, can also increase teacher retention. Recognizing and rewarding excellence in teaching can motivate educators to continue their professional growth and stay committed to the field. By providing clear pathways for career advancement, early childhood education can attract and retain talented individuals dedicated to positively impacting children's lives.

Advocacy for Policy Changes

Advocacy efforts are vital in influencing policy changes that support early childhood education. Advocacy organizations, educators, parents, and concerned citizens can work together to advocate for increased funding, improved standards, and equitable access to early childhood education.

Advocacy efforts can focus on raising awareness about the importance of early childhood education and its long-term benefits. By educating policymakers and the general public about the positive impact of quality early education, advocates can build support for increased funding and resources. They can also highlight the disparities in access to early childhood education and advocate for policies that ensure equitable opportunities for all children, regardless of their socioeconomic background.

Advocacy organizations can also be crucial in shaping policies and standards that promote quality early childhood education. By conducting research, providing expert insights, and collaborating with policymakers, these organizations can influence the development and implementation of effective policies. They can advocate for evidence-based practices, appropriate teacher-child ratios, and comprehensive support services that address the diverse needs of children and families.

Advocacy efforts can focus on fostering partnerships between early childhood education programs, schools, and community organizations. By building strong collaborations, advocates can create a unified voice for early childhood education and work towards systemic changes that benefit all children.

The Future of Early Childhood Education

Emerging trends and innovations characterize the future of early childhood education:

Emerging Trends and Innovations

Incorporating research-based approaches, such as brain development and individualized instruction, is becoming prevalent in early childhood education. Additionally, including diverse perspectives and cultural responsiveness is gaining recognition as essential components of effective early childhood education.

The Role of Technology in Early Childhood Education

Technology has the potential to revolutionize early childhood education by enhancing student engagement and providing personalized learning experiences. Interactive learning platforms, educational apps, and virtual reality tools can complement traditional teaching methods and make early childhood education more accessible and engaging.

The Importance of Continued Research and Discussion

Continued research and open discussion are vital for shaping the future of early childhood education. Ongoing research will provide insights into effective instructional practices, program evaluation, and the impact of early childhood education on long-term outcomes. Open discussions among educators, policymakers, and stakeholders will foster collaboration and innovation in the field.

Early childhood education is critical in shaping children's cognitive, social, and emotional development. However, it faces various challenges, including inadequate funding, teacher shortages, and training limitations. These challenges can significantly affect children's overall well-being and future success. Investing in early childhood education, enhancing teacher training and retention strategies, and advocating for policy changes can overcome these challenges and ensure all children have access to quality early childhood education. The future of early childhood education lies in embracing emerging trends, leveraging technology, and fostering continued research and discussion. Only through collective efforts can we provide every child with the strong foundation they deserve for a lifetime of learning and success.

Popular Insights:

Shop with purpose at impact mart your purchase empowers positive change. thanks for being the difference.

Customer Onboarding: Proven Techniques for Seamless Client Integration

Customer journey: optimizing interactions for lasting customer loyalty, email open rates: enhancing the readership of your marketing emails, revenue: the fundamental pillar of business viability and growth, marketing strategies: craft dynamic approaches for business expansion, startup school: accelerating your path to entrepreneurial success, ecommerce marketing strategy: data-driven tactics for enhanced loyalty, hubspot crm review: a comprehensive look into what makes hubspot great, hubspot growth suite: catalyzing your company growth with integration, hubspot service hub: taking superb customer service to the next level.

The teacher education transfer program AAT comprises a curriculum that provides the first two years of a four-year bachelor’s degree and teacher certification. This curriculum prepares students to transfer to an early childhood education program at a four-year college or university in the state of Maryland. The AAT articulates with all Maryland transfer programs in early childhood education. The program enables students to fulfill their general education requirements, participate in fieldwork experiences, and complete a core of professional education coursework appropriate for the first two years of teacher preparation. To earn the AAT students must either achieve a minimum of a 3.0 cumulative GPA or achieve a 2.75 - 2.99 cumulative GPA along with presenting acceptable scores on one of the following state-approved basic skills tests: SAT, ACT, Praxis I PPST, or Praxis Core academic skills tests.

Please note: EDUC 201 - Introduction to Special Education    is a requirement of Montgomery College’s AAT in early childhood education, but is not sufficient to meet all special education or inclusion course requirements for four-year teacher education programs. Students may be required to take additional special education or inclusion courses as a part of the requirements for a baccalaureate degree and teacher education certification at four-year institutions.

General Education Course Selections

Click here to view the Foundation/Distribution Courses    for selection to fulfill the General Education course requirements.

Suggested Course Sequence

Students should complete the required  English  and  Math  foundation courses within the first 24 credit hours. All students should review the Program Advising Guide and consult an advisor .

First Semester

• ENGL 101 - Introduction to College Writing 3 semester hours *
• MATH 130 - Elements of Mathematics I: Mathematical Reasoning and Number Systems 4 semester hours (MATF)
• EDUC 119 - Introduction to Early Childhood Education 3 semester hours
• PSYC 100 - General Psychology 3 semester hours (BSSD)

Second Semester

• ENGL 102 - Critical Reading, Writing, and Research 3 semester hours (ENGF)
• BIOL 101 - General Biology 4 semester hours (NSLD)
• EDUC 135 - Child Growth and Development 3 semester hours
• HIST 200 - History of the United States, a Survey Course: from Colonial Times to 1865 3 semester hours (HUMD) **
• HIST 201 - History of the United States, a Survey Course: from 1865 to the Present 3 semester hours (HUMD) **
• MATH 131 - Elements of Mathematics II: Geometry and Algebra 4 semester hours

Third Semester

• EDUC 136 - Curriculum Planning in Early Childhood Education 3 semester hours
• EDUC 201 - Introduction to Special Education 3 semester hours
• GEOG 130 - Global Geography 3 semester hours (BSSD)
• MATH 132 - Elements of Mathematics III: Probability, Statistics, and Problem Solving 4 semester hours
• PSCI 101 - Physical Science I 4 semester hours (NSND)

Fourth Semester

• EDUC 243 - Processes and Acquisition of Literacy 3 semester hours
• HLTH 125 - Personalized Health Fitness 3 semester hours (GEIR)
• ISTD 173 - Integrated Arts 3 semester hours (ARTD)
• PSCI 102 - Physical Science II 4 semester hours
• Humanities Distribution 3 semester hours (GEIR) ‡

Total Credit Hours: 63

* ENGL 101   / ENGL 101A   , if needed for ENGL 102   , or elective.

‡ Select ENGL literature course. (ENGL 190 recommended)

** Students planning to transfer to University of Maryland–College Park should select  HIST 200   .

Program Outline / Degree Requirements

General education requirements, foundation courses, distribution courses.

• GEOG 130 - Global Geography 3 semester hours
• PSCI 101 - Physical Science I 4 semester hours (NSLD)

General Education Institutional Requirement

Program requirements.

‡ Select ENGL literature course. (ENGL 190 recommended).

Program Outcomes

Upon completion of this program, a student will be able to:

• Describe the theories and principles of child development and learning and apply the theories and principles to their classroom teaching.
• Identify the policies, issues, trends, and historical events in the field of early childhood education.
• Use systematic observations, documentation, and other effective assessment strategies in a responsible way to positively influence children’s learning and development.
• Demonstrate knowledge of supporting and empowering families and communities through respectful, reciprocal relationships.
• Demonstrate understanding of content areas and apply developmentally appropriate approaches to enhance children’s learning and development.
• Identify and explain the models of classroom and behavior management.
• Identify strategies for working and advocating for families of culturally and linguistically diverse students and students with disabilities in order to facilitate a child’s educational program.
• Analyze and reflect upon teaching practices for the purpose of improving and differentiating instruction for students.
• Identify community resources serving students with special needs and their families.
• Identify and conduct themselves as early childhood professionals who use ethical guidelines and National Association for the Education of Young Children standards related to early childhood practice, and who are advocates for sound educational practices and policies.
• Demonstrate excellent written, verbal, critical thinking, and problem-solving skills, which will allow them to effectively make connections between prior knowledge/experience and new learning.