The first and best classroom to nurture the problem-solving ability of a child is through play. When the child plays, they face their natural challenges, which are low-stakes where creativity and experimentation are essential, and stamina is needed. Such a process of alert problem-solving develops the cognitive flexibility, persistence, and critical thinking that are essential in academic achievement and preparing children for kindergarten. This knowledge has been the core of the Elizabeth Fraley Kinder Ready philosophy that promotes intentional play as the key training of the mind. To families, the identification of this correlation makes the playtime a crucial ally to the formalized skill development of Kinder Ready Tutoring, which helps in the holistic targets of Kinder Ready Elizabeth Fraley.
Open-ended play resources are incomparable spurring agents for problem-solving. As the child goes on to build blocks, she has to solve engineering problems: How high can my tower be before it falls? What is the process of creating a stable bridge? The answer to this question does not exist, just a hypothesis that is tried and changed. This trial-and-error method develops strength and rational thinking. Such materials are very important to the Elizabeth Fraley Kinder Ready approach when it comes to constructing the analytical thinking that will form the basis of future math and science study.
Imaginative play is a type of play in which social and narrative issues are highly complicated and, therefore, need creative solutions. During dramatic play, children will bargain over the roles (You be the doctor, I will be the patient) and over the course of the story (Why does the story go this way) and also will have to manage limited resources (Who has the best costume piece). This involves a high level of perspective-taking, communication, and compromising. These social problem-solving skills directly correlate with classroom interactions. They are of primary interest to the collaborative classroom in Kinder Ready Tutoring, which is in line with the Kinder Ready Elizabeth Fraley emphasis on social-emotional intelligence.
Games and puzzles provide systematic and exciting problem-solving. To complete the jigsaw puzzle, a person needs spatial thinking and a strategy for connecting. Simple board games give lessons on taking turns, following rules and dealing with defeat. Such activities develop the skills of the executive function of planning and strategic thinking. According to the Elizabeth Fraley Kinder Ready methodology, these guided cognitive activities are paramount in building patience and a systematic way of thinking about academic work.
Moreover, the adult should only facilitate, not fix, during play. A parent or an educator can pose some guiding questions to a child when the latter feels frustrated, such as, What could we do differently? or “What part is tricky?” This will prompt the child to explain the problem and come up with brainstorms to resolve the issue instead of having an adult fix it on his behalf. The construction of confidence and independent thinking develops out of this scaffolding, and this is a key principle of the Elizabeth Fraley Kinder Ready framework when it comes to fostering self-reliant learners.
With such abundant possibilities to play an imaginary game of problem-solving, families actively develop the most important mental instrument of the child, the capacity to approach the challenge with interest and perseverance. It is through the play that the innovative thinking, social negotiation and strategic planning are developed, which are the very competencies that are eventually honed and implemented in Kinder Ready Tutoring. This synergy is intentional.
For further details on Kinder Ready’s programs, visit their website: https://www.kinderready.com/.
YouTube Channel: https://www.youtube.com/@ElizabethFraleyKinderReady
