Problem solving is the foundation of young children's learning.
The role of the early childhood teacher in facilitating problem-solving behavior in children involves trusting children's attempts to learn through problem solving and maintaining a classroom environment that encourages problem solving.
After group discussions, more future teachers talk about some traits of creativity.
The main result relates the role of counting strategies and the stability of the use of representations and visualization processes needed to solve the problems.
Constructing knowledge by making mistakes is part of the natural process of problem solving.
Through exploring, then experimenting, trying out a hypothesis, and finally, solving problems, children make learning personal and meaningful.
It must be valued, promoted, provided for, and sustained in the early childhood classroom.
Opportunities for problem solving occur in the everyday context of a child's life.
Children are encouraged to construct their own knowledge when the teacher plans for problem solving; bases the framework for learning in problem solving; and provides time, space, and materials.
Changing through problem solving is modeled by adults (Bloom, Sheerer, and Britz, 1991) and facilitated by the teacher in the classroom environment.