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DR 2: Children are effective learners
⇣ Indicator: COG—Children show cognitive competence and problem-solving skills through play and daily activities
⇣ Measure 24: Engages in Problem-Solving—
Child shows increasing ability to reason logically or use strategies to solve challenging problems
	Descriptors	Examples
8	Demonstrates or describes alternative strategies for solving problems	When building a bridge with unit blocks and runs out of the same size block, will look for alternative materials and continue building with them. Starts building a tower with a plan in mind even if it does not work—for example, puts the tallest block first, then tries again with the biggest on the bottom. When ball gets stuck in a tree, comes up with several ideas for how to get it down. Looks at picture to figure out how to build something.
7	Uses familiar objects or actions in a new way to solve problems	When building a bridge, first takes one long block and puts it across two other blocks to see if the size is right before continuing to build. Uses block as a doorstop when the classroom doorstop disappears. When an unfamiliar toy stops working, looks to see if batteries are missing.
6	Solves problems without trying out every possibility, while avoiding solutions that clearly won’t work	Chooses large rectangular block as base of tower, instead of using a triangular block with incline. Uses small broom from housekeeping area to reach something up high. Knows which button to push to activate the computer or TV remote control.
5	Tries a strategy he or she saw someone else use to help solve a problem	Imitates another child building a bridge with long blocks. Watches another child dig out a toy in the sandbox using a stick, instead of a shovel, and then tries that on own. After watching an adult, uses a block to retrieve a wedged toy. After watching a child, pushes a wagon that is too difficult to pull.
4	Tries to solve simple problems using trial and error	Turns a puzzle piece to get it to fit in a wooden puzzle. Tries all holes in shape sorter with one shape until he finds the correct hole. Pushes several parts of toy until she finds the part that activates the toy. Tries different ways to get ball that has rolled under a sofa.
3	Uses simple strategies to find out about people or things to reach a goal	Opens, closes, or bangs on books or toys. Moves around furnishings to get to toy. Squeezes onto adult’s lap, even if another child is already there.
2	Explores by trying to make contact with people, parts of self and things	Tries to roll over to move toward an object. Reaches for own feet. Grabs and puts rattle in mouth. Touches adult’s hair.
1	Orients to things in the environment	Turns head toward item that touches his or her cheek. Grasps adult finger reflexively. Cries at loud noise.

Measure 24 — COG 3

Engages in Problem-Solving

Child shows increasing ability to reason logically or use strategies to solve challenging problems

Problem-solving refers to actions children take to understand their social and physical environments. Strategies (the “means”) for solving a problem often are distinguished from the goal associated with solving the problem (the “ends”). Problem-solving experiences help young children develop persistence and work toward achieving a goal. As children solve simple problems, they gain confidence in their abilities to solve new problems, and they gain a sense of mastery of their environments.

Newborn infants orient to objects and people in their environment by moving their bodies and by briefly directing their attention. As they develop, young infants learn that they can direct their actions to make contact with people and objects and to make things happen. An infant can touch her caregiver’s hair, bring her hand to her mouth to calm herself, or roll over to move toward a toy. Later, infants develop a variety of simple strategies to achieve goals, such as pushing away obstacles to get at the toy they want or crawling over to an adult and grabbing her leg when they want to be picked up.

Toddlers use a variety of actions to solve simple problems, including trial and error. A child might repeatedly try fitting a puzzle piece into a puzzle board before having success. Older toddlers might try a strategy they observe someone else use. For example, if a toddler sees an adult using a stool to reach an object on a shelf, she might use that stool or a similar one to try to obtain a toy that is out of reach.

Young preschoolers solve problems by relying on strategies that have helped them in the past to reach desired goals. They solve problems without trying out every possibility by avoiding solutions that clearly will not work. For example, a child who is trying to reach something may realize that standing on a chair won’t work, so he may ask an adult to get the object for him.

Older preschoolers use familiar actions in new ways to solve problems. They experiment carefully with strategies that are familiar to them to reach desired ends. An older preschooler might hypothesize that an unfamiliar toy is not working because the batteries have been removed. She might check to see whether batteries are in the toy, and, if not, might ask an adult for assistance. Eventually, older preschoolers are able to consider a problem and generate alternative strategies for solving it. For example, if the lights go off in the classroom, a child might suggest getting a flashlight or telling the custodian.

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