1. Section I Concept Development in Mathematics and Science Unit 3 Promoting Young Children’s Concept Development through Problem-Solving ©2013 Cengage Learning. All Rights Reserved.

2. Problem Solving and Inquiry Focus of instruction in science and mathematics –teacher-developed problems –child-generated problems Emphasizes children working independently and in groups Teacher serves as a facilitator and guide ©2013 Cengage Learning. All Rights Reserved.

3. Steps in Planning Concept Experiences Assess Choose objectives Plan experiences Select materials Teach Evaluate ©2013 Cengage Learning. All Rights Reserved.

4. Assessing What can each child do and what does each child know? Assess each child individually –interview –observe ©2013 Cengage Learning. All Rights Reserved.

5. Choosing Objectives What should each child be able to learn next? ©2013 Cengage Learning. All Rights Reserved.

6. Planning Experiences Naturalistic experiences –emphasize until the child is into the preoperational period Informal instruction –introduce during the sensorimotor period and increase frequency during the preoperational period Adult Guided experiences –use sparingly during sensorimotor and preoperational periods—brief and focused Follow the learning cycle process ©2013 Cengage Learning. All Rights Reserved.

7. Selecting Materials Three things to consider: –characteristics of good materials sturdy well-made safe useful for more than one activity –must fit the objective –must be developmentally appropriate ©2013 Cengage Learning. All Rights Reserved.

8. Teaching Planned experiences put into operation Depending upon the concept being acquired, the time involved can vary NAEYC places the focus on Intentional Teaching ©2013 Cengage Learning. All Rights Reserved.

9. Evaluating What has the child learned? Evaluation can be –formal, structured questions and tasks –informal questions –observations of naturalistic experiences Frequent and careful evaluation avoids frustration ©2013 Cengage Learning. All Rights Reserved.

10. Problem Solving Starts with naturalistic and informal experiences Time is provided for children to think through strategies and make and correct mistakes. ©2013 Cengage Learning. All Rights Reserved.

11. Problem Solving in Mathematics Major focus in the mathematics program In the concrete operations period, children engage in more structured problem-solving activities Two major types of problems –routine has a predictable pattern –nonroutine has more than one step and must be read carefully ©2013 Cengage Learning. All Rights Reserved.

12. Problem Solving in Science A student behavior, instead of a teaching strategy Teachers must create an environment in which problem solving can occur Problem solving is about asking and answering questions ©2013 Cengage Learning. All Rights Reserved.

13. Four Steps in Problem Solving Identify a problem and communicate it a way that can be understood Determine the outcome of solving the problem Explore possible solutions and apply them to the problem Evaluate and revise possible solutions ©2013 Cengage Learning. All Rights Reserved.