Activities for toddlers
which pose particular problems for toddlers to solve. Tere are, of course, many more. Perhaps aſter reading these notes, you will be able to create your own problem-solving activities.
Problem-solving activities are activities which pose a problem to the toddler and which the toddler must then think about to solve.
10.2 Value of problem-solving activities – whole-child approach
10.2.1 Intellectual development 1. When we give toddlers problems to solve, we are exercising their thinking skills. 2. Toddlers need to discover that they can use tools or objects to reach things which are out of reach.
3. When the toddler shows that he knows how to solve the problem, the educarer can present him with a slightly harder problem to solve, e.g. if the toddler builds a tower and it topples over, then he learns to balance the blocks correctly. He has solved the problem and can now balance more blocks and make a better tower.
4. As the child plays and learns the properties of objects, their problem-solving activities develop. 10.2.2 Emotional development
1. As the toddler learns how to cope with small problems, he becomes more independent and self- confident. Te educarer must observe the toddler’s reaction when he tries to do something and cannot – does he cry or try? When he tries, he develops perseverance and determination.
2. As the toddler learns to solve problems with the help of the educarer, he builds a relationship with the educarer and builds a positive self-image – the “I can” feeling.
3. As the toddler solves problems, he becomes more confident and enjoys challenging situations. 10.2.3 Social development
1. Te toddler’s relationship and trust of the educarer develop as the educarer gently helps the toddler to solve problems.
2. As the toddler copes with problem-solving activities, he becomes more confident in the group and is a better participant in the group situation.
10.2.4 Physical development
Toddlers need to discover how to use their bodies to solve problems, e.g. 1. Get up and fetch it. 2. Stand on tiptoe to reach.
10.2.5 Language development
1. As the child solves problems, he learns new words and concepts. 2. Te child learns to listen to the educarer and understand instructions. 3. To solve some problems, the toddler has to speak to the educarer and other toddlers for help, e.g. “Please pass me the soap, there is not one on my basin”.
10.3 Criteria for choosing suitable activities
1. Te problem-solving activities must not frustrate or threaten the child. 2. Te activities must be within their developmental range. 3. Te child must be physically able to solve the problem with the toys and objects available.
FutureManagers
51
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66 |
Page 67 |
Page 68 |
Page 69 |
Page 70 |
Page 71 |
Page 72 |
Page 73 |
Page 74 |
Page 75 |
Page 76 |
Page 77 |
Page 78 |
Page 79 |
Page 80 |
Page 81 |
Page 82 |
Page 83 |
Page 84 |
Page 85 |
Page 86 |
Page 87 |
Page 88 |
Page 89 |
Page 90 |
Page 91 |
Page 92 |
Page 93 |
Page 94 |
Page 95 |
Page 96 |
Page 97 |
Page 98 |
Page 99 |
Page 100 |
Page 101 |
Page 102 |
Page 103 |
Page 104 |
Page 105 |
Page 106 |
Page 107 |
Page 108 |
Page 109 |
Page 110 |
Page 111 |
Page 112 |
Page 113 |
Page 114 |
Page 115 |
Page 116 |
Page 117 |
Page 118 |
Page 119 |
Page 120 |
Page 121 |
Page 122 |
Page 123 |
Page 124 |
Page 125 |
Page 126 |
Page 127 |
Page 128 |
Page 129 |
Page 130 |
Page 131 |
Page 132 |
Page 133 |
Page 134 |
Page 135 |
Page 136 |
Page 137 |
Page 138 |
Page 139 |
Page 140 |
Page 141 |
Page 142 |
Page 143 |
Page 144 |
Page 145 |
Page 146 |
Page 147 |
Page 148 |
Page 149 |
Page 150 |
Page 151 |
Page 152 |
Page 153 |
Page 154 |
Page 155 |
Page 156 |
Page 157 |
Page 158 |
Page 159 |
Page 160 |
Page 161 |
Page 162 |
Page 163 |
Page 164 |
Page 165 |
Page 166 |
Page 167 |
Page 168 |
Page 169 |
Page 170 |
Page 171 |
Page 172 |
Page 173 |
Page 174 |
Page 175 |
Page 176
