social problem solving lessons

71+ Free Social Problem-Solving Scenarios

Do you have kiddos who struggle with their social problem-solving skills? Teach your students the simple process of how to solve a problem along with having them review how well their solution worked or didn’t work.

Why Teach Problem Solving Skills?

Learning to problem solve is an essential skill that is used not only throughout childhood but also into adulthood. Social problem solving is the ability to change or adapt to undesirable situations that arise throughout our day.

On a daily basis, a child will encounter social problems that they will need to solve.

Anything from:

• arguing with another student
• to hurting a friend’s feelings
• to having a difficult conversation
• working with others

Start with Small Problems

Many of the “problems” children encounter are often small problems which the child may be over-reacting to, such as wanting a different coloring crayon or wanting to be first in line, however, these small problems are still very real to the child.

Practicing problem-solving with these small problems can be a great learning opportunity. Children can practice problem-solving with a small problem which can help them learn how to handle bigger problems in the future.

Problem Solving Importance

Social problem-solving skills are critical to a child’s social interactions, personal and professional relationships. A child’s ability to handle change, cope with stress, and handle challenges improves with a child’s ability to successfully solve social problems.

The ultimate goal is that the child will be able to solve social problems all on their own, but until they can independently solve a problem they will need to learn how to communicate and self-advocate to positively solve their problems.  

Steps to Problem Solving

Children can be taught how to problem solve through a guided process of breaking down the problem and using simple steps to solve the problem.

Learning specific steps to problem-solving can allow children to remember how to solve a problem when they become overwhelmed or stressed.

Although learning to solve a problem independently can take some time and practice it is well worth the investment to have a child who can eventually solve most social situations in a positive manner on their own.

What we learnt about solving problems is don't freak out, if one thing doesn't work , try something else out. And work together as a team. #melthammathsweek #MELTHAMPUPILVOICE @problemsolveit pic.twitter.com/iVm1Im4Aue — yr6melthamce (@yr6melthamce) February 4, 2019

Problem Solving Form

Teach your students the 4 steps to becoming a social problem-solver.

• Identify the problem. For instance, start by having your student identify the social problem.
• Create three solutions. Also, have your student come up with three different solutions that they could use to solve the problem that they identified.
• Identify the consequences. Then, identify the consequence for each individual solution.
• Pick the best solution.  Lastly, have your student identify which of their three solutions is the best choice Then have your student put into words why they think that solution is the best solution.

Problem Solving Review Form

After your students go through the social problem-solver have them use the social problem-solving review form.

• What happened.  For instance, after your student tried their solution have them explain what happened next.
• Review the results. Also, have your student identify whether or not their solution got them the results they wanted.
• Use this solution again. Furthermore, have your student identify whether or not they would use this solution again in the future to solve the same or similar problem.
• What would you do differently? Finally, have your student explain what they would do differently if they didn’t get the results they wanted or if they wouldn’t use that solution again in the future.

71+ Social Problem Scenarios + 6 Blank Scenarios

Use the 71 social problem-solving scenarios to have your students get great experience practicing how to solve a social problem.

Also, included are 6 blank scenarios. Then laminate them so you can use them over and over again. Therefore, create social problems that the student experiences and needs help solving.

Wordless Video teaching Problem Solving

Watch this super cute wordless animation with your students and have them discuss the problem they see and how to best solve the problem.

Use this as a fun practice example to get your students started towards learning how to problem-solve.

Demonstrate Through Modeling

Model and discuss empathy.

First and foremost, children need to understand how another person might be feeling in a given situation in order to become a good social problem solver. The student needs to learn how to “stand in someone else’s shoes” for a little bit.

One way you can work on this skill is during the reading time you can focus on how a particular character in the story might be feeling.

Ask questions, such as:

• “How do they feel right now?”
• “How would you feel in that same situation?”
• “Why do you think they feel that way?”

Model Problem-Solving Skills as the Teacher

When you are faced with a problem you can solve the problem by thinking aloud for the students to hear how you solve a problem.

You can state the problem, then come up with possible solutions, then identify the possible consequences to each solution, then pick and explain why a solution is the best option.

For example, you could say, “I was hoping to take the class outside for a stress walk around the track before the reading test, but the problem is that it is raining outside. I could still take you outside, but then you will get wet, or we could walk the halls, but then we’d have to be really quiet because there are other classes learning, or we could just skip the walk and take the reading test, but then you might not do as well on the test. I think based on all of those solutions the best solution will be to walk the hallway, but you guys will have to promise to be quiet so that we don’t disrupt other classes.

Modeling the problem-solving process can be very helpful for the students to watch, observe, and later implement themselves.

Teach Communication

Have students communicate how they are feeling.

Teaching your students to share their emotions in a respectful way can improve their ability to problem-solve.

Have students use an “I” sentence frame, such as, “I feel _____ (insert feeling word) when _____ (identify what made you feel that way).”

For example, “I felt sad when Jackson broke my favorite pencil” or “I was mad when I wasn’t picked to be first in line.”

This way students can communicate how they are feeling using honest and open communication. Teaching students to appropriately communicate their emotions can help solve some social problems from the beginning.

Encourage Independency

Encourage your student to problem solve.

If your student is struggling to problem solve independently encourage them to do so using open-ended questions.

• “How could you fix this problem?”
• “What would be a fair solution?”
• “What would happen if you used that solution?”

Let the Student try to Problem Solve Independently

Give your students the space to try and solve their own problems using the guided strategies. Try not to come running to their rescue for every little problem.

Some problems are small and a great opportunity for the student to learn and practice. If an adult does all of the problem solving for a student then what are they really learning?

Give your students the time and space they need to practice solving small problems on their own. Of course, if it is a bigger or more serious problem then have an adult help guide the problem-solving process.

Tell an Adult

Remind your students that there are still some problems that are too big for them to solve on their own and that it is okay to get help from an adult to solve big problems.

For example, if the student doesn’t feel safe, someone is being hurt physically or emotionally, or if they tried to solve a problem independently but it didn’t work and they need help. Let them know that it’s okay to tell an adult.

Teach How to Disagree and How to Make Up

Discuss how to disagree respectfully.

Remind your student that they won’t always agree with their teacher, friends, classmate, or parents and that’s okay. Even the people we like might have different opinions, interests, and likes than we do.

However, even if we disagree with someone we should still treat them with respect. Treating someone with respect means to not call them names, ignore them, yell or hit them. It means that you do try to create solutions that both parties can agree with and to apologize when we hurt others’ feelings.

Role-Play How to Make Up

Practice in everyday life how to make up after a social problem .

Students are really having to stretch their brains today. It's @NSPCC #NumberDay and @problemsolveit are challenging Y9 and 10 to solve the escape room boxes. It's not as easy as it looks! The promise of a few sweet treats for the winners seems to be helping though! pic.twitter.com/AxRRJnJIv2 — CongletonHS (@CongletonHS) February 2, 2018

Be sure to get your free social problem solver today below! I hope you and your students love this freebie.

Have your students use task card scenarios to help them identify how they and others might feel in different social scenarios. Be sure to discuss the problem, identify possible solutions, identify the consequences of those possible solutions, and then based on those consequences pick the best solution.

Make social problem-solving a game by telling the students that they are social detectives and that it is their job to use what they know about social rules to help them identify the possible and best solutions.

Start practicing today with 71+ free social problem social task cards! Do your students need more practice?

Be sure to check out my other freebie for 31 wordless animated videos to teach problem-solving and so much more.

Make Problem Solving Easier with this Freebie!

Download yours today to get started.

Get More Problem Solving Time Saving Materials

Next, be sure to check out the following time-saving materials to continue to teach your students how to solve their social problems in addition to this freebie.

Weekly Social Pragmatics Homework

• Weekly problem-solving.   Send home a  weekly homework page  that includes a problem-solving scenario plus an idiom and a conversational practice scenario.

Restorative Justice Problem Solving Flip Book

• Restorative justice graphic visual.  Use this graphic visual to help your student  restore a social relationship  after a social problem.

Self-Advocating Role-Play Scenarios

• Self-advocating in high school.  Teach your high schoolers the process to  self-advocate  for what they need.

5th-12th Grade Life Skills Problem Solving

• Life skills problem-solving.  In addition, this  life skills differentiated bundle  includes a problem-solving lesson plan.

I recommend you read Problem Solving Wheel: Help Kids Solve Their Own Problems , 61+ Free Fillable SLP Planner Pages 2020-2021 , 430+ Free Multisyllabic Words List Activity Bundle , or 432+ Free IEP Goal Bank to Save You Time posts because they include freebies as well and who doesn’t want more freebies!

Got questions? Leave a comment. Let’s chat!

Monday 30th of January 2023

Hello! I have entered my name and email twice (yesterday & today) to receive to 71+ Free Social Problem-Solving Senarios, but I have not received anything yet. Not even an email back to mine in order to subcribe. Thanks for your help! Tracy

Melissa Berg

Tuesday 31st of January 2023

Hi Tracy, Thanks so much for reaching out! Sorry about that. We went ahead and sent you an email with the PDF attached. Wishing you all my best, Melissa

Problem Solving Skills

Tuesday 30th of August 2022

I truly love your site. Excellent colors, theme and writing. Thanks for sharing.

Laura Ricca

Monday 11th of April 2022

Tuesday 12th of April 2022

Hi Laura, I'm glad you found this resource helpful. Melissa

Modified Mental Health and Suicide Prevention - Speech Therapy Store

Monday 11th of May 2020

[…] 71+ FREE SOCIAL PROBLEM-SOLVING SCENARIOS […]

Problem Solving Wheel: Help Kids Solve Their Own Problems - Speech Therapy Store

Monday 4th of May 2020

[…] 71+ Free Social Problem Solving Task Cards Scenarios […]

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The Pathway 2 Success

Solutions for Social Emotional Learning & Executive Functioning

100+ Free Social Emotional Learning Resources

June 1, 2018 by pathway2success 5 Comments

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Social and emotional learning, often known as SEL, is the process that helps kids learn critical skills, attitudes, and mindsets for social and emotional success. These skills cover five major areas: self-awareness, self-management, social awareness, relationships, and responsible decision-making. It’s actually difficult to describe in just one sentence because SEL covers everything from building confidence and managing emotions to making friends and understanding ethical decision-making skills. These are truly the foundational skills that help kids to be successful in and out of school.

It’s important to note that SEL isn’t just one activity. It’s a philosophy that educators, administrators, and entire schools must adopt in order to help all kids build mental and emotional strength. Simply put, incorporating social emotional learning into classrooms helps kids thrive. Many educators might at first feel there is not enough time to add one more thing into the school day. Again, that’s why it’s important to think of SEL as something we integrate into what we’re already doing rather than something that gets “added on”. I created this list to help educators and schools have a starting point for integrating free SEL strategies and resources into their already-busy days. If you aren’t sure where to start, just choose one or two things. Help your learners build their confidence, learn strategies to cope with tough emotions, discuss what true friendship is, identify strategies for solving real-life problems, and so on.

Here are free social emotional learning resources:

PRINTABLE RESOURCES:

Self-Awareness:

• Social Emotional Learning Journal – Prompts focusing on understanding individual strengths and challenges.

• Positive Affirmations List – A list of 101 positive affirmations to build positive confidence and positive self-talk.

• Gratitude Activities – Quick activities that help kids recognize what they are thankful for.

• The Power of Yet Posters – Encourage students to use a growth mindset with these positive posters.

• Growth Mindset Task Cards – Use these task cards to help students learn they can accomplish their goals with hard work and grit.

Self-Management:

• Coping Strategies Challenge – Have students learn 30 coping strategies in 30 days to teach about managing emotions.

• Emotions Check-In – Worksheets for daily emotions check-ins.

• Coping Strategies Notebook – A tool that helps kids to practice and use their coping strategies when they need them.

• Anger Management Worksheets – An anger log to help kids track their triggers for anger.

• Calming Posters – Simple calming posters for a calm down area that remind kids to relax and breathe.

• Motivation Workbook – Workbook to help students learn strategies for motivation and completing tasks.

• Homework Binder – Resource that helps students organize their binders and have a dedicated spot for homework.

• Coping Strategies List – List of 100 different coping strategies kids can use to manage emotions.

• Executive Functioning Workbook – Set of workbook pages that target skills like time management and organization.

• Mindfulness Coloring – Free coloring worksheets to help encourage mindfulness.

• Executive Functioning Poster – Visual reference to help kids and young adults remember critical executive functioning skills, including organization and planning.

Social Awareness:

• Kindness Activity – Quick lesson and kindness challenge to promote a positive climate.

• Conversation Skills Lessons – Lessons for teaching and practicing conversation skills.

• Perspective-Taking Lessons – Lessons focusing on teaching how to perspective-take and develop empathy.

• Tolerance and Acceptance Pledge – Have students take a pledge to help them learn to accept others who are different from them.

Relationships:

• Getting to Know You Questions – Free list of over 30 questions to help kids get to know each other and build positive relationships.

• Conversation Starters – Over 20 printable cards to start meaningful discussions.

• Working with Others – Teach students explicitly how to effectively work with others in partners and groups.

Decision-Making:

• Social Problem-Solving Task Cards – Task cards that highlight real social problems for kids to discuss and identify ways to solve.

• Student of the Month Awards – Awards that help build your classroom community by helping kids feel recognized.

• How Big is My Problem Task Cards – Activity cards and situations that help students identify problems and challenges.

BLOG POSTS:

• Teaching Social Emotional Skills with a Journal
• 25 Ways to Integrate Social Emotional Learning
• Art Activities for Social Emotional Learning
• Helping Kids with Social Emotional Needs
• How to Make a Coping Strategies Wheel
• 13 Ways to Avoid Power Struggles
• Why Positive Self-Talk is Worth It
• Teaching Social Problem Solving with a Free Activity
• 10 Mindfulness Activities You Can Try Today

APPS & WEBSITES FOR KIDS:

• Everyday Speech Social Skills Games (social awareness, relationships, decision-making) – Interactive online games for social skills, including conversation skills, school behavior, problem solving, and more.
• Breathe, Think, Do (self-management, decision-making) – Use with younger learners to help practice deep breathing and problem-solving skills.
• Go Noodle (self-management) – Hundreds of videos to help kids take a brain break and practice mindfulness.
• Headspace: Guided Meditation & Mindfulness (self-awareness, self-management) – This app provides meditation exercises with a coach that helps you learn as you go.
• The Mindfulness App (self-awareness, self-management) – A mindfulness app that helps you become more present in your daily life with guided and silent meditation sessions.
• Learn Social Skills (social awareness, relationships) – Use video lessons and readings to help kids learn skills.
• Aware (self-awareness, self-management) – This app leads you through daily mindfulness meditation techniques, including energizing activities and breathing practice.
• Stop Breathe & Think: Meditate (self-awareness, self-management) – Tailored to your specific emotions, this app helps you take a break and reduce stress through meditation.
• Listening Skills (social awareness, relationships) – Strategies for becoming an active listener.
• MyCalmBeat (self-awareness, self-management) – This app provides training and practice in slow, deep breathing for stress reduction.
• Breathe (self-management) – An app that assists in controlling your breathing.
• Gratitude Journal  (self-awareness, self-management) – This app helps you focus on the positive by identifying what you are thankful for each day.
• Kids Coping Skill Puzzle (self-management) – Build a puzzle while sorting between positive and negative coping skills.
• Affirmation Reminder  (self-awareness) – Select from a list of positive affirmations or make your own to add as reminders.
• ColorMe (self-awareness, self-management) – Free coloring app to help reduce stress.

WEBSITES FOR EDUCATORS:

• CASEL – Everything from basic information to detailed research surrounding SEL.
• Edutopia – Several articles and ideas for integrating SEL into the classroom.
• Center on the Social and Emotional Foundations for Early Learning – Tons of free resources to get you started.
• Education Week Webinar – Detailed information about how teachers can build social-emotional learning skills.
• Social and Emotional Learning Standards – Detailed information and links about which states have adopted SEL standards.
• NoVo Foundation – Information and strategies for SEL.
• Social Emotional Learning: What Is SEL and Why It Matters
• Social Emotional Learning: Trish Shaffer Ted Talk
• The Heart-Brain Connection: The Neuroscience of Social, Emotional, and Academic Learning
• 5 Keys to Social and Emotional Learning Success
• The Five Social and Emotional Competencies
• An Introduction to Social and Emotional Learning
• Social and Emotional Learning: A Schoolwide Approach
• Social and Emotional Learning in Action

CLASSROOM STRATEGIES:

• Hold a morning meeting. Use this time to check-in with students, review expectations, and start the day.
• Do a check-in and check-out with specific students in need to monitor their social-emotional needs.
• Build strong relationships from the start.
• Model and discuss social skills, highlighting them throughout the day.
• Use literature to highlight social and emotional skills.
• Incorporate consequences that give back to the community instead of punishments.

READ ALOUDS:

Note that these books aren’t free, but it is always free to borrow from your local library, so I wanted to share them!

• How Do I Feel? by Norma Simon (ages 2 to 7)
• Today I Feel Silly & Other Moods That Make My Day by Jamie Lee (ages 3 to 8)
• Amazing Grace by Mary Hoffman (ages 4 to 8)
• Stand Tall, Molly Lou Melon by Patty Lovell (ages 5 to 8)
• When I Feel Frustrated by Marcia Leonard (ages 2 to 6)
• Super George and the Invisible Shield by Laurie P. Mendoza (ages 7 to 11)
• Know and Follow Rule by Cheri Meiners (ages 3 to 6)
• There Might Be Lobsters by Carolyn Crimi (ages 3 to 7)
• When I Care About Others by Cornelia Maude Spelman (ages 5 to 7)
• Can You Tell How Someone Feels by Nita Everly (ages 3 to 6)
• Hugo and the Bully Frogs by Francesca Simon (ages 3 to 7)
• Can You Be a Friend? by Nita Everly (ages 3 to 6)
• We Are Best Friends by Aliki (ages 4 to 7)
• You’re All My Favorites by Sam McBratney (ages 5 to 7)
• I Did It, I’m Sorry by Caralyn Buehner (ages 5 to 8)
• The Decisive Dolphin by Efrat Haddi (ages 3 to 8)
• Someday by Eileen Spinelli (ages 4 to 8)

SOCIAL MEDIA:

Follow these boards, hashtags, and people for information on SEL:

• Pathway 2 Success – FB is one of the first places I share new ideas!
• School Psyched, Your School Psychologist – Great social and emotional ideas for all educators.
• Social Emotional Learning – Public FB group focused on sharing SEL ideas.
• Pathway 2 Success – Many of my boards target SEL skills.
• Books for Social Emotional Learning – A board focused on reading materials for SEL.
• Social Emotional Learning – Entire board focused on emotions, social skills, and more.
• Social Skills Group – A collaborative board with resources for social group ideas.
• Social Emotional Resources for Elementary – Another collaborative board focused on elementary kids.
• Pathway 2 Success  – I love sharing ideas, resources, and freebies on IG!
• #socialemotionallearning – Follow this hashtag for SEL ideas and more.
• Pathway 2 Success – Twitter is a great professional network to share ideas.
• Brain Mendler – Amazing educator and presenter who brings on thoughtful conversations.
• #socialemotionallearning – Follow this hashtag for SEL ideas and strategies.
• #sel – Another hashtag to follow.

If you love this list, make sure to share!

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October 21, 2018 at 5:18 pm

Looks interesting.

November 4, 2018 at 9:30 pm

I can say enough about how incredible this is! We have a built in SEL time at my school this year and can’t wait to try many of these FREE activities. Thank you!

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⭐ Kristina 💖 SEL & Executive Functioning 💻 Blogger at www.thepathway2success.com 👩‍🏫 Special Educator turned Curriculum Specialist Links here 👇

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Teaching SEL

Social Emotional Learning Lessons for Teachers and Counselors

Social Decision Making and Problem Solving

Enhancing social-emotional skills and academic performance.

The approach known as Social Decision Making and Social Problem Solving (SDM/SPS) has been utilized since the late 1970s to promote the development of social-emotional skills in students, which is now also being applied in academic settings. This approach is rooted in the work of John Dewey (1933) and has been extensively studied and implemented by Rutgers University in collaboration with teachers, administrators, and parents in public schools in New Jersey over several decades.

SDM/SPS focuses on developing a set of skills related to social competence, peer acceptance, self-management, social awareness, group participation, and critical thinking.

The curriculum units are structured around systematic skill-building procedures, which include the following components:

• Introducing the skill concept and motivation for learning; presentation of the skill in concrete behavioral components
• Modeling behavioral components and clarifying the concept by descriptions and behavioral examples of not using the skill
• Offering opportunities for practice of the skill in “student-tested,” enjoyable activities, providing corrective feedback and reinforcement until skill mastery is approached
• Labeling the skill with a prompt or cue, to establish a “shared language” that can be used for future situations
• Assigning skill practice outside of structured lessons
• Providing follow-through activities and integrating prompts in academic content areas and everyday interpersonal situations

Connection to Academics

Integrating SDM/SPS into students’ academic work enhances their social-emotional skills while enriching their academic performance. Research consistently supports the benefits of social-emotional learning (SEL) instruction.

Readiness for Decision Making

This aspect of SDM/SPS targets the development of skills necessary for effective social decision making and interpersonal behavior across various contexts. It encompasses self-management and social awareness. A self-management unit focuses on skills such as listening, following directions, remembering, taking turns, and maintaining composure in the classroom. These skills help students regulate their emotions, control impulsivity, and develop social literacy. Students learn to recognize physical cues and situations that may trigger high-arousal, fight-or-flight reactions or dysregulated behavior. Skills taught in this domain should include strategies to regain control and engage clear thinking, such as breathing exercises, mindfulness, or techniques that activate the parasympathetic nervous system.

A social awareness unit emphasizes positive peer relationships and the skills necessary for building healthy connections. Students learn to respond positively to peers who offer praise, compliments, and express positive emotions and appreciation. Skills in this unit also include recognizing when peers need help, understanding when they should seek help from others, and learning how to ask for help themselves. Students should develop the ability to provide and receive constructive criticism and collaborate effectively with diverse peers in group settings.

Decision Making Framework – FIG TESPN

To equip students with a problem-solving framework, SDM/SPS introduces the acronym FIG TESPN. This framework guides students when faced with problems or decisions and aims to help them internalize responsible decision making. The goal is for students to apply this framework academically and personally, even in challenging and stressful situations. 

FIG TESPN stands for:

• (F)eelings are my cue to problem solve.    
• (I) have a problem.
• (G)oals guide my actions.
• (T)hink of many possible things to do.
• (E)nvision the outcomes of each solution.
• (S)elect your best solution, based on your goal.
• (P)lan, practice, anticipate pitfalls, and pursue your best solution.
• (N)ext time, what will you do – the same thing or something different?

Integration of FIG TESPN into academics

Once students have become familiar with the FIG TESPN framework, there are limitless opportunities for them to apply and practice these skills. Many of the texts students read involve characters who make decisions, face conflicts, deal with intense emotions, and navigate complex interpersonal situations. By applying the readiness skills and FIG TESPN framework to these assignments, students can meet both academic and social-emotional learning (SEL) state standards. 

Teachers and staff play a crucial role in modeling readiness skills and the use of FIG TESPN. They can incorporate these skills into their questioning techniques, encouraging individual students and groups to think critically when confronted with problems. This approach helps students internalize the problem-solving framework and develop their decision-making abilities.

By integrating social decision making and problem-solving skills into academic subjects such as social studies, social justice, ethics, and creative writing, students gain a deeper understanding of the FIG TESPN framework. The framework becomes an integral part of their learning experience and supports their growth in both academic and social-emotional domains.

SDM/SPS Applied to Literature Analysis

• Think of an event in the section of the book assigned. When and where did it happen? Put the event into words as a problem. 
• Who were the people that were involved in the problem? What were their different feelings and points of view about the problem? Why did they feel as they did? Try to put their goals into words. 
• For each person or group of people, what are some different decisions or solutions to the problem that he,she, or they thought of that might help in reaching their goals?
• For each of these ideas or options, what are all of the things that might happen next? Envision and write both short- and long-term consequences.
• What were the final decisions? How were they made? By whom? Why? Do you agree or disagree? Why?
• How was the solution carried out? What was the plan? What obstacles were met? How well was the problem solved? What did you read that supports your point of view?
• Notice what happened and rethink it. What would you have chosen to do? Why?
• What questions do you have, based on what you read? What questions would you like to be able to ask one or more of the characters? The author? Why are these questions important to you?

a simplified version…

• I will write about this character…
• My character’s problem is…
• How did your character get into this problem?
• How does the character feel?
• What does the character want to happen?
• What questions would you like to be able to ask the character you picked, one of the other characters, or the author?

SDM/SPS Applied to Social Studies 

• What is the event that you are thinking about? When and where is it happening? Put the event into words as a problem, choice, or decision.
• What people or groups were involved in the problem? What are their different feelings? What are their points of view about the problem?
• What do each of these people or groups want to have happen? Try to put their goals into words.
• For each person or group, name some different options or solutions to the problem that they think might help them reach their goals. Add any ideas that you think might help them that they might not have thought of. 
• For each option or solution you listed, picture all the things that might happen next. Envision long- and short-term consequences. 
• What do you think the final decision should be? How should it be made? By whom? Why?
• Imagine a plan to help you carry out your solution. What could you do or think of to make your solution work? What obstacles or roadblocks might keep your solution from working? Who might disagree with your ideas? Why? What else could you do?
• Rethink it. Is there another way of looking at the problem that might be better? Are there other groups, goals, or plans that come to mind?

Applying FIG TESPN to Emigration

• What countries were they leaving?
• How did they feel about leaving their countries?
• What problems were going on that made them want to leave?
• What problems would leaving the country bring about?
• What would have been their goals in leaving or staying?
• What were their options and how did they envision the results of each possibility?
• What plans did they have to make? What kinds of things got in their way at the last minute? How did they overcome the roadblocks? 
• Once they arrived in a new country, how did they feel? What problems did they encounter at the beginning? What were their first goals?

Adapted from: Fostering Social-Emotional Learning in the Classroom

• INTERPERSONAL SKILLS
• Problem Solving and Decision Making
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Social problem-solving might also be called ‘ problem-solving in real life ’. In other words, it is a rather academic way of describing the systems and processes that we use to solve the problems that we encounter in our everyday lives.

The word ‘ social ’ does not mean that it only applies to problems that we solve with other people, or, indeed, those that we feel are caused by others. The word is simply used to indicate the ‘ real life ’ nature of the problems, and the way that we approach them.

Social problem-solving is generally considered to apply to four different types of problems:

• Impersonal problems, for example, shortage of money;
• Personal problems, for example, emotional or health problems;
• Interpersonal problems, such as disagreements with other people; and
• Community and wider societal problems, such as litter or crime rate.

A Model of Social Problem-Solving

One of the main models used in academic studies of social problem-solving was put forward by a group led by Thomas D’Zurilla.

This model includes three basic concepts or elements:

Problem-solving

This is defined as the process used by an individual, pair or group to find an effective solution for a particular problem. It is a self-directed process, meaning simply that the individual or group does not have anyone telling them what to do. Parts of this process include generating lots of possible solutions and selecting the best from among them.

A problem is defined as any situation or task that needs some kind of a response if it is to be managed effectively, but to which no obvious response is available. The demands may be external, from the environment, or internal.

A solution is a response or coping mechanism which is specific to the problem or situation. It is the outcome of the problem-solving process.

Once a solution has been identified, it must then be implemented. D’Zurilla’s model distinguishes between problem-solving (the process that identifies a solution) and solution implementation (the process of putting that solution into practice), and notes that the skills required for the two are not necessarily the same. It also distinguishes between two parts of the problem-solving process: problem orientation and actual problem-solving.

Problem Orientation

Problem orientation is the way that people approach problems, and how they set them into the context of their existing knowledge and ways of looking at the world.

Each of us will see problems in a different way, depending on our experience and skills, and this orientation is key to working out which skills we will need to use to solve the problem.

An Example of Orientation

Most people, on seeing a spout of water coming from a loose joint between a tap and a pipe, will probably reach first for a cloth to put round the joint to catch the water, and then a phone, employing their research skills to find a plumber.

A plumber, however, or someone with some experience of plumbing, is more likely to reach for tools to mend the joint and fix the leak. It’s all a question of orientation.

Problem-Solving

Problem-solving includes four key skills:

• Defining the problem,
• Coming up with alternative solutions,
• Making a decision about which solution to use, and
• Implementing that solution.

Based on this split between orientation and problem-solving, D’Zurilla and colleagues defined two scales to measure both abilities.

They defined two orientation dimensions, positive and negative, and three problem-solving styles, rational, impulsive/careless and avoidance.

They noted that people who were good at orientation were not necessarily good at problem-solving and vice versa, although the two might also go together.

It will probably be obvious from these descriptions that the researchers viewed positive orientation and rational problem-solving as functional behaviours, and defined all the others as dysfunctional, leading to psychological distress.

The skills required for positive problem orientation are:

Being able to see problems as ‘challenges’, or opportunities to gain something, rather than insurmountable difficulties at which it is only possible to fail.

For more about this, see our page on The Importance of Mindset ;

Believing that problems are solvable. While this, too, may be considered an aspect of mindset, it is also important to use techniques of Positive Thinking ;

Believing that you personally are able to solve problems successfully, which is at least in part an aspect of self-confidence.

See our page on Building Confidence for more;

Understanding that solving problems successfully will take time and effort, which may require a certain amount of resilience ; and

Motivating yourself to solve problems immediately, rather than putting them off.

See our pages on Self-Motivation and Time Management for more.

Those who find it harder to develop positive problem orientation tend to view problems as insurmountable obstacles, or a threat to their well-being, doubt their own abilities to solve problems, and become frustrated or upset when they encounter problems.

The skills required for rational problem-solving include:

The ability to gather information and facts, through research. There is more about this on our page on defining and identifying problems ;

The ability to set suitable problem-solving goals. You may find our page on personal goal-setting helpful;

The application of rational thinking to generate possible solutions. You may find some of the ideas on our Creative Thinking page helpful, as well as those on investigating ideas and solutions ;

Good decision-making skills to decide which solution is best. See our page on Decision-Making for more; and

Implementation skills, which include the ability to plan, organise and do. You may find our pages on Action Planning , Project Management and Solution Implementation helpful.

There is more about the rational problem-solving process on our page on Problem-Solving .

Potential Difficulties

Those who struggle to manage rational problem-solving tend to either:

• Rush things without thinking them through properly (the impulsive/careless approach), or
• Avoid them through procrastination, ignoring the problem, or trying to persuade someone else to solve the problem (the avoidance mode).

This ‘ avoidance ’ is not the same as actively and appropriately delegating to someone with the necessary skills (see our page on Delegation Skills for more).

Instead, it is simple ‘buck-passing’, usually characterised by a lack of selection of anyone with the appropriate skills, and/or an attempt to avoid responsibility for the problem.

An Academic Term for a Human Process?

You may be thinking that social problem-solving, and the model described here, sounds like an academic attempt to define very normal human processes. This is probably not an unreasonable summary.

However, breaking a complex process down in this way not only helps academics to study it, but also helps us to develop our skills in a more targeted way. By considering each element of the process separately, we can focus on those that we find most difficult: maximum ‘bang for your buck’, as it were.

Continue to: Decision Making Creative Problem-Solving

See also: What is Empathy? Social Skills

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20 Social Skills Activities and Games for Kids

A child’s social-emotional development can determine their place in society. They learn how to communicate with and respond to others through interactions with their parents, teachers, and peers.

While socialization develops naturally, social skills activities for kids can support the learning process.

What are Social Skills Activities?

Social skills activities aim to improve a child’s ability to:

• Actively listen
• Communicate
• Problem-solve
• Take care of themselves and others
• Recognize and express their emotions

By engaging in these activities regularly, children improve their social competence and boost their confidence in social settings.

Benefits of Social Skills Activities for Kids

Developing social skills enables children to communicate more effectively and compassionately. There are also other distinct advantages, which include the following:

• Better relationships. Children with good social skills can relate to others on a deeper level. They can convey their thoughts productively and demonstrate empathy toward others.
• Self-reliance. When children can communicate effectively, they develop better problem-solving skills. They are more likely to ask for help and approach conflict resolution with confidence.
• Enhanced teamwork. Communicative children work better with others, as they can express their opinions and think creatively.
• Academic and career success. Team players naturally achieve greater academic success and are more prepared for workplace challenges. Social skills activities equip children with critical interpersonal skills essential for navigating future workplace complexities [ * ].
• Improved communication skills in children with autism. Children with autism experiencing difficulties interacting and understanding social cues can significantly benefit from social skills activities [ * ]. These activities help them practice essential social skills, develop empathy , engage in conversations, and build relationships.

20 Social Skills Activities for Kids

Providing children with opportunities to become better communicators and collaborators sets them up for future success. Here are 20 of the best social skills activities for kids.

1. Emotion Charades

People express emotions through more than just words, and playing emotion charades will help children better understand gestures.

Objective: To identify emotions and feelings

Instructions:

• Write a few emotions down on pieces of paper (for example, angry, sad, and happy).
• Have the children draw lots.
• Each child will act out an emotion and audience members will guess what they are portraying.

2. Friendship Bracelet Exchange

Crafting friendship bracelets is a fun activity that exercises creativity and provides opportunities for children to express appreciation for others.

Objective: To express gratitude to others

• Use materials like beads and charms to create friendship bracelets.
• Exchange the friendship bracelets and encourage your child to explain why they chose to give their bracelet to a specific person.

3. Conversation Jenga

Playing Conversation Jenga is an excellent way to introduce peers to each other and learn how to interact.

Objective: To break the ice and get to know peers

• Number the Jenga blocks and assign questions like “What is your favorite animal and why?” or “Who is your favorite superhero and why?”
• Play as you normally would, removing a block without toppling the tower.
• Answer each question.

4. Feelings Journal

Children shouldn’t feel obliged to share everything with their parents. However, having a safe space to express themselves is paramount to their mental health.

Objective: To reflect on feelings and responses

• Choose a journal. Let your child’s imagination run wild, decorating it in ways that speak to them.
• Encourage your child to free-write, allowing their thoughts to flow uninterrupted.

5. Cooperation Obstacle Course

Competition is healthy and natural amongst children, but cooperation is fundamental. Instead of testing a child’s speed and endurance, create an obstacle course that requires teamwork.

Objective: To foster teamwork and inspire critical thinking

• Set up a course that requires teamwork.
• Blindfold one child and appoint another to be their guide. Have the guide talk the blindfolded player through a maze.
• Add other teamwork-centric obstacles, like using pool noodles to carry balls from one bucket to another.

6. Role Reversal

People often learn best through experience, and providing an opportunity for your child to see life in someone else’s shoes can be surprising.

Objectives: To learn new perspectives and understand different roles

• Roleplay scenarios in which your child goes through your routine of preparing breakfast, going to “work,” and doing household chores.
• Ask them how they felt, what they liked, and what they found challenging.

7. Thank You Notes

Well-socialized children should know how to give and receive compliments. It’ll allow them to appreciate diversity among others.

Objectives: To express gratitude for others

• Provide card-making materials like card stock, markers, pens, ribbons, and stickers.
• Encourage your children to write notes to different people, like classmates, teachers, and school staff.
• Deliver the thank you notes in person.

8. Problem-Solving Skits

It can be challenging to anticipate when you might encounter a problem, but you can’t be too prepared. Enacting potentially tricky situations allows your child to consider their response in a safe environment.

Objective: To prepare your child for challenging situations that require conflict resolution

• Write a few scenarios on several pieces of paper and put them in a jar or bucket.
• Have your child pick a scenario from the bucket and reenact them. Consider scenarios like disagreeing with a friend or working on a difficult school project.
• Reflect on how the skit made your child feel and what they might have struggled with.

9. Story Chain

Story chains are an excellent way to exercise your child’s imagination while inspiring a sense of teamwork. They also exercise your child’s improvisational skills, as they require your child to create a narrative on the spot.

Incorporate our suggested social skills books into your child’s storytelling exercises—they might take inspiration from what they read!

Objective: To inspire creativity in a group setting

• Create a few cards featuring words, pictures, and topics like “family,” “zoo,” “baker,” or “vacation.”
• Have each child draw a card, adding onto an improvised story according to the topic written on the card.

10. Random Acts of Kindness Challenge

Performing acts of kindness shouldn’t be limited to people your child knows—everyone deserves to experience kindness! These acts can be simple and even unplanned.

Objective: To show respect to others, even strangers Instructions:

• Create a list of random acts of kindness like helping a neighbor tend to their garden or helping someone take their groceries to their car.
• Check off items on this list, aiming to achieve at least one a day.

11. Staring Contests

Maintaining eye contact plays a surprisingly essential role in conversation-making. It makes people feel more connected and comfortable. Staring contests can also enhance a child’s ability to focus on a task.

Objective: To improve focus and connections

• Sit across from each other in a comfortable space like the bedroom or living room.
• If your child is uncomfortable, place a sticker on your forehead for them to look at, gradually making eye contact as they relax.

12. Scavenger Hunts

In a scavenger hunt, children work together to solve puzzles and achieve a shared goal. You can up the stakes by providing a simple reward, such as a snack or toy.

Objective: To improve teamwork and organizational skills

• Set up your scavenger hunt in one space like the living room or garden. Hide several objects of your choice, like figurines or balls.
• Tell your children how many objects are hidden. Provide your children with clues. They can be riddles or descriptive clues.
• If you want to make the hunt more challenging, you can introduce a time limit.

13. Roll the Ball

Roll the ball is appropriate for toddlers, as it only requires simple movements. It’s a great way to get children to connect.

Objective: To introduce joint activities with other children

• Have your children sit across from each other in an open space.
• Ask your children to roll the ball back and forth from each other.
• With each roll, find ways to introduce conversation topics. For example, each child can share their favorite times of the day, their favorite cartoons, or their favorite foods.

14. Productive Debate

If you have older children, hosting a productive debate can be a healthy way to explore potentially controversial or challenging topics. By discussing these topics in a safe, controlled space, children can practice patience and develop thoughtful responses.

Objective: To learn how to have difficult conversations and achieve positive outcomes while being respectful

• Host a roundtable session for brainstorming debate topics. Consider topics like whether phones should be allowed in school settings, whether school uniforms are necessary, or whether curfew are helpful.
• Assign participants to different perspectives. Take turns making each point.

15. Simon Says

Simon Says is a classic children’s game that exercises their listening skills in a fun way. It also rewards good behavior and keeps children entertained.

Objective: To learn self-control and impulse control

• Have each child line up and assign a “Simon.”
• When “Simon” starts a command with “Simon Says,” everyone in line must follow. If a child follows Simon’s instructions without them saying “Simon Says,” they lose.
• Perform multiple rounds with different Simons.

16. Play Pretend

Unstructured, imaginative play allows children to explore different worlds and exercise their creative thinking. Especially at an early age, children with the time, space, and tools to let their imaginations run wild are more likely to be highly aspirational.

Objective: To embody different mindsets, roles, and perspectives

• Provide your child with materials to put together costumes and props.
• Role-play scenarios like running a shop, being a doctor, or living in a castle.

17. Board Games

Board games teach children to work toward a common goal in a fun and imaginative way. Games like Hoot Owl Hoot, Outfoxed, and Mysterium Kids exercise your child’s critical thinking while reinforcing teamwork.

Objective: To follow instructions, work together, and solve problems

• Choose age-appropriate board games like Snakes and Ladders for younger children and Concept for older children.
• Rotate new board games a few times a month and replay clear favorites.

18. Token Stack

Token stacking is an adaptable activity that parents and teachers can use to teach children how to have a conversation while working on their focus and concentration.

Objective: To learn to have focused conversations

• Gather coins, chips, or tokens and stack them one by one.
• Each time a child stacks a coin, have them ask the other child a question to get to know them.

19. Community Gardening

Community gardening is a great way to steer children away from their screens and into nature. It’ll also teach them the value of nurturing a living thing.

Objective: To increase social competence and instill a sense of responsibility

• Find a spot in your garden or a family friend’s garden where your child can grow plants or flowers with their friends.
• Choose plants that are easy to maintain, like sunflowers, marigolds, daisies, and zinnias.
• Keep a journal documenting when to water the plants, how much sun they need, and other details.

20. Virtual Playtime

Not being able to see their friends in person doesn’t mean your child can’t enjoy the occasional virtual playdate. Many online spaces host a plethora of activities children can enjoy with their friends, such as collaborative games.

Objective: To adapt to new, ever-changing situations

• Find an online space where your child can enjoy virtual playtime with their friends. For instance, you can use Discord or FaceTime.
• Shortlist online communities for your kids. For instance, Scratch is a creative sandbox where friends can draw. Tinkercad is another online space featuring 3D design tools.

The Bottom Line

Providing children with the opportunity to develop their emotional, empathic, and relational skills is the best way to prepare them for the future. With these social skills activities for kids, your child can learn to communicate and collaborate with others. Enhance their learning experiences with our social skills worksheets.

• Jones D, Greenberg P, and Crowley M. “Early Social-Emotional Functioning and Public Health: The Relationship Between Kindergarten Social Competence and Future Wellness.” American Journal of Public Health, 2015.
• Bozkurt S, Vuran S. “An Analysis of the Use of Social Stories in Teaching Social Skills to Children with Autism Spectrum Disorders.” Educational Sciences: Theory and Practice, 2014.

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Home » Blog » General » High School Social Problem Solving Lesson Plan

High School Social Problem Solving Lesson Plan

Why Focus on High School Social Problem Solving?

High school students need to develop resilience, empathy, assertiveness, and decision-making skills for productive social interactions. This High School Social Problem Solving Lesson Plan aims to facilitate that growth. It’s a surefire way to empower your students, boosting their confidence and overall mental well-being. Download this free worksheet mentioned in the lesson plan below.

Breaking Down the High School Social Problem Solving Lesson Plan

Let’s delve into the specifics of this lesson plan designed to develop social problem-solving skills in high school students. The beauty of this plan is that it requires no prep-time – you can dive right in!

Objective: To empower high school students with the essential strategies for solving social problems, making informed decisions, empathizing with others, and communicating assertively.

Materials: None – this is a discussion-based activity.

Duration: Roughly 1 hour

1. Identifying Social Problems (10-15 minutes)

Start with a discussion about the social problems high school students may encounter. This can be conducted in small groups or pairs.

2. Empathizing: Understanding Different Perspectives (10-15 minutes)

Choose a few scenarios from the previous discussion. Invite students to consider the various perspectives involved, promoting empathy and understanding.

3. Generating Solutions: Creative and Critical Thinking (10-15 minutes)

Now, guide students to brainstorm possible solutions for the chosen scenarios. Encourage them to consider the potential outcomes of each approach.

4. Decision Making: Evaluating Solutions (10-15 minutes)

Discuss the potential consequences of each solution. Teach students to weigh the pros and cons of each option, enabling them to make sound decisions.

5. Reflection: Learning Takeaways (5 minutes)

End with a reflection session. Invite students to share what they’ve learned and how they plan to apply these skills in real life.

Quick, No-Prep High School Social Problem Solving Activities

• Role-Play Scenarios: Use role-playing to allow students to practice social problem-solving skills in real-time.
• Daily Dilemmas: Start each session with a social problem or dilemma for students to solve, fostering practical learning.
• Interactive Games: Incorporate games like ‘what would you do if…’ or ‘social problem-solving charades’ to make the learning process more engaging.
• Everyday Speech Printable Problem-Solving Worksheet: Download the worksheet at the top of this post, discuss the five scenarios given, and have your students focus on coming up with multiple solutions, not just one for each problem.

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11 Social Skills Worksheets for Seamless Social Interactions

And that’s okay.

All of us, at times, experience similar feelings and find making conversation difficult while we struggle to leave a good impression (MacLeod, 2018).

Social problems can be helped. Shyness and anxiety can be identified and managed, and conversation skills can be practiced and improved.

This article provides a wealth of worksheets for building and developing social skills in children, students, and adults. You can practice them individually, in counseling, and in group sessions to become socially skilled.

Before you continue, we thought you might like to download our three Positive Relationships Exercises for free . These detailed, science-based exercises will help you or your clients build healthy, life-enriching relationships.

This Article Contains:

2 best social skills worksheets for adults, developing social skills: 3 worksheets for children, 4 best activities for children and teenagers, helpful worksheets for students, 3 cbt worksheets to use with clients, group counseling activities, a look at social skills training in the workplace, resources from positivepsychology.com, a take-home message.

“After you accept that you’re still going to encounter some social unease from time to time, your aim should be to become socially functional” (MacLeod, 2018, p. 48).

The following are a few worksheets that cover a wide range of social skills and considerations and, when practiced, help increase self-knowledge and social awareness.

How to Support Your Friends

Friends are a crucial part of your social network. While they can provide valuable support mechanisms for you, you must equally be there for them when they need your help (Wendler, 2020).

The How to Support Your Friends worksheet examines a situation when a friend needed your support.

• How did you respond?
• How can you help them in the long term?
• How can you practice self-care?

When providing support, it is essential that you (Wendler, 2020):

• Remain present
• Remember, this is not about you
• Offer support rather than solutions
• Accept their feelings, rather than tell them how to feel
• Try not to panic

Healthy Relationships involve both giving and receiving, and an awareness and consideration of everyone’s needs.

High- and Low-Energy Social Skills

Social skills involve a great deal of nonverbal communication , such as how we stand, how loud we speak, and even the way we tilt our heads. Such cues can provide physical indicators of empathy and help show whether we are currently high or low in energy (Wendler, 2020).

One vital way to improve our social skills is to match our energy with our partner’s or the group we find ourselves in. For example, if we enter a meeting and everyone is excited about a new product launch, low energy may mean we fail to appear part of the team.

The High- and Low-Energy Social Skills worksheet helps us consider the energy exhibited by ourselves and others and whether we match those around us.

Think of a time when a friend, colleague, partner, or group was high in energy. How did you respond? High energy or low energy?

If you matched their energy, it showed empathy and most likely helped you mix and improve your social skills.

Note that there will be times when your circumstances or events prevent you from energy matching, and it is important to practice self-care.

The following worksheets are helpful exercises for children learning to be more socially adept and communicate successfully.

Self-Awareness for Children

Becoming more self-aware involves recognizing feelings, thoughts, and their impact on behavior (Fleming, 2021). Developing self-awareness can help children in social settings interact and be sure their needs are not overlooked.

The Self-Awareness for Children worksheet practices self-awareness and self-knowledge by asking the child (or group of children) a series of questions regarding how they are feeling and what they are thinking.

Becoming more self-aware can increase the child’s empathy and understanding of their own and others’ hopes, wishes, and needs.

Responsible Decision-Making for Children

Making a decision can be stressful, and not making one can be worse. Our choices often have social implications, building or damaging relationships, so they need to be taken carefully (Peters, 2018).

The Responsible Decision-Making for Children worksheet prompts the child to reflect on the likely social implications of their choices and how to show respect to themselves and others.

The important decisions we make can have far-reaching impacts. We should give ourselves time to gather information, consider the options and their impact, and seek the help needed.

Good Choices – Bad Choices for kids

When children have friends making bad choices that are potentially detrimental to themselves and the social groups around them, it can be all too easy to follow suit (Daniels & Rabar, 2019).

The Good Choices – Bad Choices worksheet can help children reflect on their friends’ poor decisions and how to react to the social pressure and the situation.

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Activities where children visualize, role-play, or work through social interactions and engagements can develop their understanding, awareness, self-confidence, and self-knowledge.

And “like any other skill, practice makes perfect” (Daniels & Rabar, 2019, p. 13).

The following activities can be adjusted according to the child’s age and should include appropriate support and supervision (modified from Daniels & Rabar, 2019):

• Going blindfolded A lack of social skills can feel like walking around blindfolded. Find somewhere safe where the child feels comfortable. Blindfold them and ask them to attempt to make their way toward the door.

Once finished, tell them that, as with walking blindfolded, you may find you bump into things, sometimes feel lost, and need a little help as you develop your social skills.

• People watching Creating narratives can help make sense of a complex social environment. Find a safe location where you can watch people and their lives drift by (perhaps a cafe or transit station). Ask the child to choose a person or couple and make up a story about their lives, including where they are going and why.

Ask the child to say what they saw and heard that helped them make up the story.

• Questions to start conversations Striking up conversations with people they don’t know can be difficult for children (and adults too).

Sit with the child and write down a list of questions that could be helpful when starting conversations in various situations, for example:

Do you have any pets? What are their names? How was your weekend? What did you do?

Then practice the questions and conversation building in pairs.

• Throwing it back It is useful to learn how to keep a conversation going. Explain to the child that one of the easiest ways to continue a conversation is when someone asks you a question, answer it, and then throw another one back. It’s like catching and throwing a ball.

Practice making up situations, questions, and answers in pairs.

For example:

What are you up to over the weekend? I am going swimming. What about you?

It’s a simple trick and can lead to the next point for discussion.

But it takes practice, and mistakes are inevitable.

The following two worksheets consider what friendship means to the individual and help clarify their self-concept.

What Does Friendship Mean to Me?

Use the What Does Friendship Mean to Me? worksheet to reflect on why friendship is so important to the individual. While increasing feelings of relatedness and closeness, understanding friendship can also help clarify social interactions and keep individual needs in mind.

Use this awareness to appreciate your friends and recognize when people are not showing you friendship.

Self-Concept for Conversations

Conversation is easier when you can speak clearly about who you are.

Use the Self-Concept for Conversations worksheet to summarize how you think about yourself. An explicit self-concept will make it easier to introduce yourself in social situations.

Revise the answers before meeting others in a social environment. They can lead to further conversations.

How to comfort a friend who is hurting (exactly what to say) – How Communication Works

Adopting the right mindset is crucial for dealing with anxiety, shyness, and the lack of confidence that causes social discomfort (MacLeod, 2018).

It’s important to recognize that it is not always the situation that causes the problem, but our beliefs regarding that situation.

The following worksheets provide three valuable techniques for considering and replacing unhelpful thinking:

• ABC Functional Analysis By understanding both the causes and the effects of your client’s behavior , you can help them recognize social behavior standing in the way of their goals.
• Coping Styles Formulation When confronted with challenging social situations, we sometimes attempt to escape or put up defenses. Understanding the problem and the existing coping style makes it possible to develop more adaptive coping strategies.
• Graded Exposure Therapy Social situations can lead to fear and avoidance. Safe environments can be created to manage exposure and learn how to become more comfortable in difficult situations.

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Sharing our thoughts, fears, and anxieties in a group setting can be freeing, especially when we recognize that they are familiar to all.

Sharing our insecurities

Within the group, discuss the following points and their impact (modified from MacLeod, 2018):

• Accept that nervousness comes from valued goals Discomfort can be put in perspective and may even be worthwhile if pursuing something meaningful.
• Accept that it’s okay to show what you are experiencing When we stop worrying whether we appear nervous or scared, anxiety loosens its grip.
• Tell people when you feel shy or insecure Most people have been through similar experiences. Casually share your concerns and move on.
• Recognize that it’s normal to get nervous There is nothing wrong with you. As humans, we are set up to have these feelings. Permit yourself to have them.

Ask the group to share experiences to normalize their insecurities.

Coping with social anxiety

A group setting is a great place to discuss complex social situations that cause anxiety and shyness. Individuals can share helpful strategies they adopt to manage difficult thoughts and feelings.

Discuss within the group how the following might help (modified from MacLeod, 2018):

• Riding out the symptoms We don’t always need to escape or avoid the situation. For example, leading up to a presentation, nervousness may boost your energy and invigorate what you share.
• Challenging your thinking Question whether the thinking that is feeding your anxiety is valid or helpful. Challenging your thoughts can reduce their effect.
• Distracting yourself Find something else to focus on. Thinking through the plot of a favorite film, playing through a cherished piece of music in your head, or thinking about your children can take the focus off what is causing you upset and give you time to become calm.
• Breathing exercises Breathing exercises where you breathe out more slowly than you breathe in can engage the parasympathetic system and settle your mind and body (Nestor, 2020). Take a few slow, deep breaths. Make the out-breath slow through pursed lips if it helps.

Ask the group to share other communication techniques that help them through social situations.

Telling a good story

Sharing personal stories can be a great way to build connections with the people you meet. However, start small. Begin with a semi-personal story and see how they react (Wendler, 2020).

Daniel Wendler (2020) suggests making the story enjoyable by sharing what was going on in your head at the time, rather than simply the facts. It will help the listener experience the narrative and build a connection with you.

Once finished, rather than continue by telling another story, share the spotlight so that everyone gets a turn.

The Telling a Good Story worksheet can help you think about the stories you could share in a social situation and identify the points to cover. Practice them with a partner or in front of the group and ask for their open and honest feedback. Not only is this practice helpful, but it provides valuable insight into what works well and what doesn’t.

Gaining valuable emotional awareness can help us relate to others personally and professionally. While emotional intelligence training benefits social skills in general, it is particularly valuable in the workplace (Goleman, 2018).

Here are some particularly relevant training options:

• Emotional Intelligence Masterclass© Our masterclass is a complete, six-module emotional intelligence training template for helping professionals to understand and use their emotions in life-enriching ways. This masterclass will provide you with all the tools, materials, and knowledge required to make an impactful difference.
• EI Masterclass: Embodied Emotional Intelligence Beyond EI teaches the principles behind emotional intelligence and how to practice them. You will learn to become more aware of what provides meaning in your own life while regaining control.

17 Exercises for Positive, Fulfilling Relationships

Empower others with the skills to cultivate fulfilling, rewarding relationships and enhance their social wellbeing with these 17 Positive Relationships Exercises [PDF].

Created by experts. 100% Science-based.

Improving social skills makes it possible to strengthen communication with friends, family, and colleagues and build stronger, enduring relationships.

Why not download our free emotional intelligence tool pack and try out the powerful tools contained within? Some examples include:

• Building Emotional Awareness Use this valuable script and audio to foster your emotional intelligence by mindfully attending to current emotional states.
• Decoding Emotions by Analyzing Speech, Body, and Face Accurately perceiving and understanding people’s emotions is a core component of emotional intelligence.

Other free resources include:

• Conflict Resolution Checklist This 10-item checklist is a valuable method for ensuring conflict is resolved.
• TRAPS to Avoid and TIPS for Success Adopt these helpful tips to avoid closed thinking and put in place productive, positive, and receptive communication

More extensive versions of the following tools are available with a subscription to the Positive Psychology Toolkit© , but they are described briefly below:

• Small Talk to Build Connection

This tool helps people connect through practicing small talk with people they don’t yet know.

Many of us opt to keep to ourselves rather than strike up a conversation with a stranger, but it doesn’t have to be this way.

• Step one – Identify the reasons for avoiding small talk.
• Step two – Choose a context for engaging in small talk.
• Step three – Find a topic for making the connection.
• Step four – Find a time and a place to practice the approach.

The final stage is to evaluate the success of the approach.

• Team Branding

Perceived, rather than actual, team branding is crucial for effective team performance.

We can foster team interactions by creating team identity.

• Step one – In small groups, identify the team’s strengths.
• Step two – Gather all the responses into cohesive headings.
• Step three – Assign each small group a task such as creating a team name, slogan, mission statement, etc.
• Step four – Have each team present their findings.

Reflect on the new team identity.

If you’re looking for more science-based ways to help others build healthy relationships, this collection contains 17 validated positive relationships tools for practitioners. Use them to help others form healthier, more nurturing, and life-enriching relationships.

Feeling socially uncomfortable – shy, nervous, and awkward – can prevent us from reaching our social and professional potential.

While it is something all of us have faced, we can work through it and build skills for seamless social interactions.

First, we must recognize that we are not likely to remove all of our insecurities. Second, we should remind ourselves that all of us feel a degree of discomfort at times, and it does not have to ruin social engagement.

Importantly, we should remember that social interactions require balance. Taking turns with the spotlight is crucial, and so is focusing on the needs of the parties involved.

We must also consider energy levels, self-awareness, the choices we make, and our self-concept if we are to build lasting, deep relationships with those we meet.

While getting to know new people is not easy, the investment is worthwhile, and practice will make it easier.

This article contains plenty of worksheets and tools to get you started and maintain your journey toward building the social skills to lead the life that is right for you. Good luck.

We hope you enjoyed reading this article. Don’t forget to download our three Positive Relationships Exercises for free .

• Daniels, N., & Rabar, S. (2019). Social skills activities for kids: 50 Fun activities for making friends, talking and listening, and understanding social rules . Rockridge Press.
• Fleming, S. (2021). Know thyself . Basic Books.
• Goleman, D. (2018). The first component of emotional intelligence. In Self-awareness (pp. 1–10). Harvard Business Review Press.
• MacLeod, C. (2018). The social skills guidebook: Manage shyness, improve your conversations, and make friends, without giving up who you are . Author.
• Matson, J. (2018). Handbook of social behavior and skills in children . Springer.
• Nestor, J. (2020).  Breath: The new science of a lost art . Penguin Books.
• Peters, S. (2018). The silent guides: Understanding and developing the mind throughout life . Lagom.
• Wendler, D. (2020). Improve your social skills . Author.

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Social Skills Activities that Teach Kids Problem-Solving

September 22 , 2021.

​​ Social skills activities are important for children of all abilities. With this in mind, We Rock the Spectrum’s Social Skills Blog Series aims to provide insight into activities and practical tips that help instill social skills in children. In this article, we focus on the importance of problem-solving skills in children and introduce five fun and educational activities that can enhance their problem-solving skill set. 

Autism Spectrum Disorder is a developmental disability in which children find it difficult to socialize and interact with others. Although autism comes in a variety of forms, many 

kids have difficulty developing problem-solving skills. The combination of diminished communication, emotional, and self-regulation skills, all contribute to the child’s reduced skills. To be able to become well-rounded individuals, children of all abilities need to be given the opportunity and resources to learn proper problem-solving skills so that they can face challenges head-on later in life. With this in mind, we have put together a guide on the importance of problem-solving skills for both neurotypical children and children with autism.

Why is Problem-Solving Important?

Problem-solving deals with the ability to make decisions in tough or challenging situations. Children of all abilities need to learn how to properly handle each situation with problem-solving in order to become more independent and resilient. Having good problem-solving skills allow children to gain the patience and self-confidence they need to develop into capable individuals.

Problem-solving activities help children develop the skills they need to efficiently and effectively deal with complex issues and situations. In life, children will run into a variety of situations with differing contexts. Having the proper problem-solving skill set will allow children to learn how to handle every situation with ease. Once a child is able to effectively problem-solve, they will be able to better navigate their own personal problems and those of others as well. Additionally, a child will be able to identify a problem, develop different solutions, test different solutions, and analyze the results.

It is essential for parents or guardians to help boost problem-solving skills through a variety of sensory strategies. Here is a list of 5 fun activities that will teach children of all abilities how to build their problem-solving skills.

5 Activities that Teach Problem Solving

1. problems in a jar.

Problems in a Jar is a fun and creative way for children to explore different situations that can occur in the real world. This activity is designed to help kids generate solutions from one problem or circumstance. To begin, an adult will write one situation on a small sheet of paper, fold it, and place it in a jar. This continues until the jar is full. The child then picks a paper and reads off the problem. He/she must then come up with the best solution that solves the challenging scenario. This helps children think thoroughly about each possible solution independently.

2. Scavenger Hunt

Everyone loves a game of scavenger hunt! This group activity prompts children’s deduction skills based on clues and hints, which in turn, enhances their problem-solving skills. To start, divide children into groups of 2-3 and have them come up with a plan on which members look for which items. Children can also brainstorm together on where each item is located. This helps kids work together towards one goal while also nourishing their communication. Parents can also reward kids with small treats for every item they find on the scavenger hunt.

3. Impromptu Skits

Impromptu skits are a fun and engaging way for kids to think independently and with quick reactions. In this activity, children are given one situation wherein they have to reenact how the situation unfolds and how to solve the issue. This allows children to think about how to deal with each situation and see how it can be solved efficiently. After the skit, ask the children to explain their thought processes and correct them if there were any actions that were unnecessary. Children watching the skit will also be able to learn and understand how to best act in certain circumstances. 

Puzzles are one of the best ways a child can stimulate their mind. Puzzles have multiple pieces that are all jumbled together. To solve a puzzle, children need to sort the pieces out and place them in their proper areas to be able to put the puzzle back together. This helps children develop memory recall and thought organization. To start off easy, children can work on puzzles with fewer pieces. Once they get the hang of it, they can move on to more difficult and complex puzzles to build their skill set. 

5. Play With A Purpose TM

Having a space where your children will feel safe experimenting is vital to developing problem-solving skills quickly. We Rock the Spectrum’s Play With A Purpose™ stimulates and exercises a child’s sight, smell, taste, hearing, touch, vestibular system, and proprioception through positive physical, emotional, and social development. At We Rock the Spectrum, kids are able to play and interact together through arts and crafts, classes, our sensory equipment , and more to strengthen their problem-solving skills in an inclusive, sensory-safe environment.

Key Takeaways

Equipping all children with the proper problem-solving tools and resources at an early age will ensure they develop the skills they need to become versatile individuals. Children who are able to hone their problem-solving skills at their most important phase of development will be able to become more independent and know how to acclimate best to a multitude of situations in the long run. We Rock the Spectrum is a kids gym franchise that offers a wide range of fun and inclusive problem-solving activities through its specialized sensory equipment and Play With A Purpose™ program. Discover more about our mission by getting in touch with us today !

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Program Profile: Social Decision Making/Problem Solving Program

Evidence Rating: Promising | One study

Program Summary

This is a prevention program targeted at middle school students, which is designed to reduce stressors by teaching coping and decision-making skills. The program is rated Promising. Students who participated in the intervention demonstrated a statistically significant greater level of coping skills to reduce stressors, compared with students who did not receive any intervention.

A Promising rating implies that implementing the program may result in the intended outcome(s).

Program Description

Program goals.

The Social Decision Making/Problem Solving (SDM) program, originally known as the Improving Social Awareness-Social Problem Solving Program, was developed in 1979 as a collaborative effort among professionals from a wide variety of disciplines, including teachers and school administrators of Middlesex Borough, N.J.; psychologists and researchers from the Department of Psychology at Rutgers University; and the Community Mental Health Center at the University of Medicine and Dentistry of New Jersey. The program's ultimate goal was to prevent violence, substance abuse, and related problem behaviors by teaching social, emotional, and decision-making skills that students would utilize throughout their lives.

Program Theory

The SDM program uses an extended version of the Interpersonal Cognitive Problem-Solving (ICPS) framework. The ICPS framework is founded on the belief that interpersonal cognitive problem-solving skills are an essential component of one’s adjustment throughout his or her life. Proponents of the ICPS framework argue that through means-ends thinking (a central aspect of the ICPS framework), individuals choose how to interpret and respond to problematic situations they encounter (Elisa 1986). Drawing on the ICPS framework and other research, the SDM program emphasizes that even though a child’s behavior and peer acceptance are influenced by numerous factors, there are specific behaviors that can predict acceptance or rejection within a peer group. The SDM program enhances these specific behaviors through the training and practice of important social and decision-making skills throughout the program’s curriculum.

Program Components

Given its preventive aim, the SDM program seeks to alleviate the stress that arises during the elementary to middle school transition (stress that can disrupt or interfere with the development of expected academic achievements and interpersonal behaviors). In an effort to lessen this stress, students in the SDM program are asked to:

• Focus on their feelings and the feelings of others in problematic situations
• Think about their goals and develop solutions to achieve these goals, while also keeping in mind potential consequences
• Focus on how they would implement their solutions
• Develop confidence in their ability to overcome problematic situations, while also understanding that even the best solutions do not always lead to resolutions

The SDM program takes place during the school year and is structured around a specific curriculum. The curriculum includes three sets of social-problem solving skills: interpersonal sensitivity, means-ends thinking, and planning and anticipation. Interpersonal sensitivity focuses on an individual’s feelings in problematic situations, articulating those feelings, and developing a goal for the situation. Means-ends thinking strives to develop alternate ways to reach an individual’s goal in the situation, while also developing consequences for each goal. Finally, planning and anticipation focuses on carrying out the solution, anticipating potential obstacles, and using the knowledge gained from the present situation to plan for the future.

The SDM program is organized into three phases: the readiness phase, the instructional phase, and the application phase. The readiness phase focuses on developing students’ self-control skills, as well as their group participation and social awareness skills. The instructional phase includes an eight-step problem-solving procedure and stresses the importance of initiative in producing positive resolutions, both of which take place during the first half of the year. Finally, the application phase, which takes place during the second half of the school year, utilizes the skills developed during the instructional phase and integrates them into the students’ social and affective realms.

The readiness phase has two specific units that are taught to students: a self-control unit and an improving social awareness unit. Within the self-control unit, students are taught the personal skills that impact their ability to self-regulate, control their emotions, and communicate. Specially, this unit stresses the importance of listening, following directions, and taking turns. The social awareness unit teaches students the skills necessary to function effectively within a group. Within the social awareness unit, students are taught characteristics that are accepted by others, such as positivity and appreciation. Overall, both units not only introduce these skills, but assist students with applying these skills in real-life situations (Bruene–Butler 1997).

The instructional phase of the program consists of 20 lessons, conducted twice a week, averaging about 40 minutes per lesson. The first two lessons discuss problem situations and the importance of developing skills to handle these situations more easily. The next 16 lessons consist of two lessons on each of the eight problem-solving skill areas. The final two lessons provide children the opportunity to utilize these problem-solving skills in a specific situation. Each lesson is conducted by a teacher using a scripted curriculum. The main goal of this phase is for students to develop decision-making and problem-solving processes, while understanding that these processes can be applied to a variety of situations.

The application phase of the program consists of two main parts. First, teachers are instructed to mediate conflicts between students by facilitating children’s problem-solving thinking rather than intervening and providing their own solution; this is known as life space intervention. Secondly, teachers incorporate the problem-solving skills into the everyday classroom curriculum. For example, students record problem situations they encountered, skills they used in the situation, and how the situation turned out. The class then discusses the situation and focuses on how there are certain skills that help in various situations. The application lessons are held approximately once a week and teachers are encouraged to use the life space intervention as often as needed.

Evaluation Outcomes

Elias and colleagues (1986) found that students in the Social Decision Making/Problem Solving (SDM) program demonstrated stronger coping skills to deal with middle school stressors, compared with students who received no intervention. This difference was statistically significant.

Evaluation Methodology

To assess the effectiveness of the Social Decision Making/Problem Solving (SDM) program, Elias and colleagues (1986) used a quasi-experimental design to measure the program’s impact when children were faced with a stressful life event. Three levels of the intervention were compared:

• Children receiving the full SDM program (the instructional phase occurred from October to December 1979, and the application phase occurred from January to May 1980)
• Children receiving the instructional phase only (which occurred from January to May 1980)
• Children who entered middle school in the previous year (1978–1979) without having received any portion of the intervention

The CrimeSolutions review of this study focused on the difference between the children who received the full SDM program and the children who received no intervention. The study was conducted in a primarily blue-collar, multiethnic town in central New Jersey. Specially, the study participants included 158 fifth graders (80 boys and 78 girls) from all four of the town’s elementary schools, whose parents provided parental permission, all of which tested 1 year above grade level on standardized tests. The study used a delayed control design, with two of the elementary schools beginning with the instructional phase at the beginning of the school year, and the other two schools implementing the instructional phase only in the second half of the year. The study noted that no significant differences were found among the four elementary schools used in the study.

The effectiveness of the SDM program was investigated using the Survey of Middle School Stressors, which measured the children’s transition from elementary to middle school. This assessment included several parts. During the first part of the assessment, students were asked questions about their feelings towards middle school and their ability to adjust. In the second part of the assessment, students were asked to rate their middle school on a 7-point scale of adjectives, such as interesting to boring, or afraid to unafraid. Finally, during the third part of the assessment students were presented with 28 situations that typically lead to distress or upset feelings, such as forgetting a locker combination or finding their way around a larger school. The students were then asked to rate whether each stressor was not a problem, a small problem, a medium problem, or a large problem since starting middle school. Overall, the Survey of Middle School Stressors provided a summary of two categories: Problem Frequency , defined as the number of stressors rated as small, medium, or large problems; and Problem Intensity , which included the number of stressors labeled as large problems. Study authors also conducted analyses to determine the difference between students who received only the instructional portion of the intervention and students who received no intervention.

Other Information (Including Subgroup Findings)

Comparative Research

Elias and colleagues (1986) also conducted analyses to determine the differences between students who received the instructional portion only of the Social Decision Making/Problem Solving (SDM) program and students who received no intervention. Students who received partial intervention demonstrated greater coping skills regarding middle school stressors, compared with students who received no intervention. This difference was statistically significant.

CrimeSolutions doe not consider comparative research learn more about how CrimeSolutions treats comparative effectiveness research .

Evidence-Base (Studies Reviewed)

These sources were used in the development of the program profile:

Elias, Maurice J., Michael Gara, Michael Ubriaco, Peggy A. Rothbaum, John F. Clabby, and Thomas Schuyler. 1986. “Impact of a Preventive Social Problem Solving Intervention on Children’s Coping with Middle-School Stressors.” American Journal of Community Psychology 14(3):259–75.

Additional References

Elias, Maurice J., Michael Gara, Thomas Schuyler, Leslie R. Branden-Muller, and Michael A. Sayette. 1991. “The Promotion of Social Competence: Longitudinal Study of a Preventive School-Based Program.” American Journal of Orthopsychiatry 61(3):409–17. (This study was reviewed but did not meet CrimeSolutions criteria for inclusion in the overall program rating.)

Bruene–Butler, Linda, June Hampson, Maurice J. Elias, John F. Clabby, Jr., and Thomas F. Schuyler. 1997. “The Improving Social Awareness, Social Problem–Solving Project.” In George W. Albee and Thomas P. Gullotta (eds.). Primary Prevention Works. Newbury Park, Calif.: Sage, 239–67.

Elias, Maurice J. and Roger P. Weissberg. 2000. “Primary Prevention: Educational Approaches to Enhance Social and Emotional Learning. Journal of School Health 70(5):186–90.

Elias, Maurice J., Roger P. Weissberg, Kenneth A. Dodge, J. David Hawkins, Philip C. Kendall, Leonard A. Jason, Cheryl L. Perry, Mary Jane Rotheram–Borus, and Joseph E. Zins. 1994. “The School-Based Promotion of Social Competence: Theory, Research, and Practice.” In Robert J. Haggerty, Lonnie R. Sherrod, Norman Garmezy, and Michael Rutter (eds.). Stress, Risk, Resilience in Children and Adolescents. New York, N.Y.: Cambridge University Press, 268–316.

Elias, Maurice J. and John F. Clabby. 1988. “Teaching Social Decision Making.” Educational Leadership 45(6):52–55.

Elias, Maurice J., Linda Bruene-Butler, Lisa Blum, and Thomas Schuyler.  1997. “How to Launch a Social & Emotional Learning Program.” Educational Leadership 54(8):15–19.

Related Practices

Following are CrimeSolutions-rated programs that are related to this practice:

Designed to foster the development of five interrelated sets of cognitive, affective, and behavioral competencies, in order to provide a foundation for better adjustment and academic performance in students, which can result in more positive social behaviors, fewer conduct problems, and less emotional distress. The practice was rated Effective in reducing students’ conduct problems and emotional stress.

Evidence Ratings for Outcomes

This practice involves the promotion of social and social-cognitive competencies to prevent future antisocial behavior. The practice is rated Effective for preventing overall antisocial behavior, aggression, delinquency, oppositional and disruptive behaviors, and general antisocial behavior.

Why might a practice's outcome ratings differ from the ratings of specific programs encompassed by that practice?

Age: 9 - 11

Gender: Male, Female

Race/Ethnicity: Black, American Indians/Alaska Native, Asian/Pacific Islander, Hispanic, White, Other

Geography: Suburban

Setting (Delivery): School

Program Type: Classroom Curricula, Conflict Resolution/Interpersonal Skills, Leadership and Youth Development, School/Classroom Environment

Current Program Status: Active

151 Centennial Avenue, Suite 1140 NJ 08854 United States

53 Avenue E,Tillett Hall NJ 08854-8040 United States

151 Centennial Ave. Suite 1140 NJ 08901 United States

Problem-Solving

Learning & Cognitive Skills

8 to 11 months

Sorting & Matching, Stacking, Executive Function, Concentration

From tackling a complex project at work to figuring out how to manage your busy schedule, every day you use problem-solving skills like critical thinking, reasoning, and creativity. How did you learn these skills? Just as your child will: through exploration and play. Support their problem-solving skills through activities that let them independently try new things, learn from their mistakes, and test out different ways of thinking.

In this article:

What is problem-solving?

What are examples of problem-solving skills, when do children develop problem-solving skills , why are problem-solving skills important in child development.

• Problem-solving games & activities for babies and toddlers

Problem-solving and frustration tolerance

Developmental concerns with problem-solving.

Problem-solving is the process by which your child spots a problem and comes up with a solution to overcome it. Your child uses problem-solving skills in all sorts of contexts, from figuring out how to get a ball out of a cup to interacting with a child who took their toy. 

Children don’t inherently understand different approaches to solving problems—these skills develop gradually over time, starting in the earliest days of life. As your child gains experience, tests out strategies, plays with various materials, and watches people around them, they learn how to problem-solve. 

Think about strategies you might use to tackle a project at work—for example, creating an outline, breaking the project into steps, or delegating tasks. With your help, your child will develop problem-solving skills like these:

• Breaking a large problem into smaller steps
• Persevering through challenges or setbacks
• Using creativity to think “outside the box” about different solutions
• Being resourceful by using available items as tools to reach a goal 
• Taking the initiative to try a possible solution and see if it works
• Seeking help when you get stuck
• Using compromise or negotiation to help resolve a conflict
• Using critical thinking to discover what the next step should be

As early as 8 to 11 months, you may see the earliest signs of your child’s problem-solving skills at work. If you hide a toy under a blanket or basket, for example, they may use basic problem-solving to try to uncover it. 

As a toddler, your child will grow more experienced with different types of playthings and the challenges they offer. They’ll also develop more focus and patience to work through problems on their own. Support their emerging problem-solving skills by observing their efforts—without stepping in right away to help. It’s tempting to intervene when you see your toddler struggle to fit the pieces of a puzzle, align blocks so they won’t fall, or get a stuck car out of the Race & Chase Ramp . Banging, rotating, failing, and trying again are all important parts of the process. Your toddler gains more problem-solving experience with every attempt.

RELATED: Subtle signs of your toddler’s developing focus

By 3 years of age, your child will have more skills to help them solve a problem. They’ve learned how to communicate and follow directions. They also have more control over their emotions and their body. Not only are they ready to solve more complex puzzles and games, they’re  learning how to solve social problems, like working through conflict and negotiating with peers during play.

If your child is accustomed to tackling problems, they’re more likely to at least attempt to get the cup they need off the high shelf, or try to buckle those tricky sandal straps. Practicing problem-solving can help your child overcome challenges, try flexible ways of thinking, and become more confident and independent in the process.  

Problem-solving skills are also crucial to your child’s cognitive development. They encourage your child’s brain to make new connections and process information in new ways. This is why so many of the best games, toys, and activities for young children stress some element of problem-solving, critical thinking, or creativity. 

Your child can develop better social skills when they practice problem-solving, too: Understanding how to resolve conflicts and compromise with peers is a crucial problem-solving skill they’ll take with them into preschool and beyond.

Problem-solving activities & games

You don’t need elaborate planning or fancy equipment to help your child develop these skills. Many problem-solving activities for kids can be incorporated into daily life or during playtime.

Problem-solving activities for babies

It will be years before your baby is ready for advanced problem-solving skills, like compromising with others and project planning. For now, they’ll experiment with different ways to solve simple problems, showing initiative, perseverance, and creativity. Here are a few activities that help spark your baby’s problem-solving skills.

Reaching for a toy: Setting a goal is the very first step in problem-solving. Once your baby can sit independently, place toys one at a time in front of them, behind them, beside them, between their legs, or on a nearby shelf. This allows them to practice setting a goal—get the toy!—and making a plan to achieve it. 

Emptying a container: Dumping objects out of containers sounds like a mess, but it’s a valuable skill for babies to learn. Place a Wood Ball in a Nesting Stacking Drip Drop Cup and show your baby how to tip over the cup to empty it. Then, put the ball back into the cup and let your baby figure out how to get the ball out of the container on their own. 

See inside The Inspector Play Kit

The Inspector Play Kit (Months 7-8)

Fuel your baby’s exploration with toys from The Inspector Play Kit

Finding hidden objects: Your baby practices problem-solving with the Sliding Top Box every time they work to figure out how to slide the top to reveal the ball inside. This also builds fine motor skills and hand-eye coordination.

Posting: The Wooden Peg Drop lets your baby experiment with “posting,” or fitting an object into its container, a much-loved fine motor activity. The tab release is an engaging problem-solving task for your baby, as they discover how to press down to release the pegs from their slots.

Explore playthings that encourage problem-solving

The Thinker Play Kit (Months 11-12)

Boost your child’s problem-solving skills with toys from The Thinker Play Kit

Problem-solving activities for toddlers

At 12 to 18 months, your toddler’s problem-solving skills are still taking shape. But you may begin to see them work to figure out more complex problems, like pulling toys around obstacles or getting objects “unstuck.” Encourage your toddler through play with activities that challenge their creative thinking.

Object interactions: What happens when you push a squishy ball through a small opening? How does a bendy thing react when it hits something hard? Understanding how different objects interact helps your child learn to use tools for problem-solving. 

As you play with your toddler, demonstrate different ways playthings can interact. Two blocks can be banged together, stacked, or lined up side by side. The insects from the Fuzzy Bug Shrub can be stuck to the outside of the shrub or put inside. Give your child pieces from different playthings and see how they can make them interact. Perhaps the balls from the Slide and Seek Ball Run and the rings from the Wooden Stack & Slot can interact in some new, fun way?

The Babbler Play Kit (Months 13-15)

Foster your toddler’s early communication skills with toys from The Babbler Play Kit.

The Adventurer Play Kit (Months 16-18)

Fuel your toddler’s sense of discovery with toys from The Adventurer Play Kit

Asking questions : Once your toddler learns how to push the Carrots through the Carrot Lid for the Coin Bank, the question becomes how to get them out. Ask your toddler simple questions to spark their problem-solving skills: “Where did the carrots go?” or “How can we get them out?” Encourage your child to explore the Coin Bank and give them time to discover a solution on their own.

Simple challenges: Your toddler may be ready for some problem-solving challenges with their playthings. For example, when your toddler can pick up a toy in each hand, offer a third toy and see if they can figure out how to carry all three at once. Or place parts of a toy—like the rings for the Wooden Stack & Slot—in different locations around the room, so your child needs to plan how to retrieve the pieces. Pack as many Quilted Critters as will fit in The Lockbox  and let your toddler discover how to get them out. This type of challenge may seem simple, but your child has to problem-solve how to navigate their hand into the box to pull out the Critters. 

Cause and effect: Your toddler may discover how to pull on a string attached to a toy to make it move. They understand that the toy and the string are linked, and use simple problem-solving skills to test—and re-test—what happens when they move the string differently. This type of problem-solving can be supported by pull toys such as The Pull Pup . As your toddler encounters different obstacles—like the corner of the couch—with The Pull Pup, they’ll have to problem-solve to keep the toy moving.

The Pull Pup

The perfect companion for pretend play, encouraging coordination and gross motor skills.

RELATED: Pull toys are classic for a reason

Puzzles are a classic childhood problem-solving activity for good reason. Your child learns  how things fit together, how to orient and rotate objects, and how to predict which shape might fit a particular space. Puzzles come in such a wide variety of difficulty levels, shapes, sizes, and formats, there’s a puzzle that’s right for almost every stage of development. 

Lovevery co-founder Jessica Rolph explains how Lovevery puzzles are designed to progress with your child’s problem-solving and fine motor skills:

Babies can begin exploring simple one-piece puzzles around 6 to 8 months of age. Puzzles that have round slots and easy-to-hold pieces with knobs, like the First Puzzle , are ideal for this age. Around 13 to 15 months of age, they can try simple puzzles with several pieces in the same shape, like the Circle of Friends Puzzle .

By 18 months, your toddler is probably ready to work with puzzle shapes that are geometric, animal, or organic, like the Community Garden Puzzle . This reinforces your toddler’s newfound understanding that different shapes fit in different places. As they progress, they may start to enjoy stacking and nesting puzzles, like the 3D Geo Shapes Puzzle . This type of puzzle requires problem-solving on a new level, since your child may have to turn the shapes in different directions to orient and place them correctly.

As your toddler approaches their second birthday, they may be ready for classic jigsaw puzzles. Puzzles with large pieces that are easy for your toddler to hold, like the Chunky Wooden Jigsaw Puzzle , are a great place to start. At this age, your toddler may also find 3D puzzles, like the Wooden Posting Stand , an engaging problem-solving challenge. Since the dowels are different diameters, your child will likely use trial and error to determine which size fits in the correct slot. At first, you may have to guide them a bit: Point out that the dowels need to go in straight in order to fit.

The Companion Play Kit (Months 22-24)

Nurture your toddler’s emotional intelligence with toys from The Companion Play Kit

How to encourage puzzle play for active toddlers

Depending on your toddler’s temperament, they may love to sit quietly and work on a puzzle—or they may be constantly on the move. Highly active toddlers may seem like they never sit still long enough to complete an activity. Here are a few ways to combine their love of movement with puzzle play:

• Play “hide-and-seek” with toys (or puzzle pieces) by placing them on top of furniture that’s safe to cruise along or climb on.
• Place puzzle pieces in different places around the room, so they have to retrieve them one by one to solve the puzzle. 
• Place the puzzle pieces on stairs or in different rooms so your toddler has to walk or climb to find them.

Stacking toys

Stacking toys such as blocks or rings engage babies and toddlers in a challenging form of problem-solving play. Your child’s skills are put to the test as they plan where to place each item, work to balance their stack, and wrestle with gravity to keep the stack from toppling.  

You can introduce your baby to stacking play around 9 to 10 months with playthings that are easy to work with, like the Nesting Stacking Drip Drop Cups . Stacking takes coordination, precision, and patience, and if they try to stack items that are too difficult to keep upright, they may become frustrated and give up. 

You can also make basic blocks easier to stack by using a larger item as a base. Demonstrate how to stack a block on top of the base, then knock the tower down. Hand a block to your toddler and allow them to try stacking and knocking it down. As their movements become more controlled and purposeful, introduce another block to stack.  

Stacking a tower with the pegs from the Wooden Stacking Pegboard is a fun way to introduce goal-setting, an important aspect of problem-solving. The pegs nest together securely, allowing your toddler to build a higher, more stable tower than they could create with regular blocks. You can gently suggest a goal for your child—“Can we stack it higher?”—and see if they’re ready for the challenge. Then, sit and support them as they try to solve any problems that arise: “Is the tower too tall? Can we make it wider so it won’t fall so easily?”

Hide-and-seek

The classic childhood game of hide-and-seek offers your toddler many problem-solving opportunities. Your child has to use reasoning to figure out what would be a good hiding spot. They also use the process of elimination when they think about where they have and haven’t looked. They might even use creative thinking skills to discover a new place to hide.

The game doesn’t always have to involve you and your child hiding. When your child is around 12 months, you can introduce them to the concept using toys or other objects. Hide a small ball in one of two identical containers that you can’t see through, like upside-down cups. Make sure your child sees you put the ball under one of the containers, then mix them up. Lift the empty container to show your toddler that the ball isn’t inside and say, “Where is the ball?” If your toddler looks at the other container, say, “Yes! The ball is under this one.” Let your toddler lift the second container to find the ball. 

Your toddler might enjoy a game of hide-and-seek with The Lockbox . Hide a small toy, like one of the Quilted Critters or a small ball, inside The Lockbox. This activity challenges your toddler’s problem-solving skills on two levels: figuring out how to unlock the different mechanisms to open the doors, and feeling around inside to discover what’s hidden. Add another layer of fun to the challenge by letting your child try to guess the object just by touching it—no peeking.

See inside The Realist Play Kit

The Realist Play Kit (Months 19-21)

Equip your toddler’s with real-world skills with toys from The Realist Play Kit

Using tools to solve problems

Around 17 to 24 months of age, your child may begin using tools to solve simple problems. For example, if you ask your child to pick up their toys, their hands may become full quickly. You can model how to load toys into a bucket or bag to carry them to another spot. This might seem like an obvious choice, but the ability to use a tool to make a task easier or solve a problem is an important cognitive skill.

Here are a few ways you and your toddler can explore using tools to solve a problem:

• Show your child how to make a “shirt bowl” by using the upturned edge of their shirt as a cradle to hold toys or playthings.
• If a toy gets stuck behind the sofa, model how you can use a broomstick to push the toy to a place where you can reach it.
• Provide a child-size stool that your child can use to reach the sink or counter.

The Transfer Tweezers are a simple tool that your toddler can use to pick up other items besides the Felt Stars . They could try picking up the animals from the Quilted Critter Set or other child-safe items. Whenever you model how to use tools in everyday life, your child learns to think about new and different ways to solve problems.

Pretend play

Pretend play supports your child’s problem-solving skills in many ways. Research suggests that children’s pretend play is linked to different types of problem-solving and creativity. For example, one study showed that pretend play with peers was linked to better divergent problem-solving—meaning that children were able to “think outside the box” to solve problems. 

Pretend play is also a safe place for children to recreate—and practice solving—problems they’ve seen in their lives. Your 2- to 3-year-old may reenact an everyday challenge—for example, one doll might take away another doll’s toy. As practice for real-world problem-solving, you can then help them talk through how the dolls might solve their issue together

Pretend play may help children be more creative and open to new ideas. In pretend play, children put together play scenarios, act on them, and develop creative solutions. A 3- or 4-year-old child might be ready to explore creative problem-solving through pretend play that uses their playthings in new ways. Help your child start with an idea: “What do you want to pretend to be or recreate — a favorite storybook scene or someone from real life like a doctor or server at a restaurant?” Then encourage them to look for playthings they can use to pretend. Maybe a block can be a car or the beads from the Threadable Bead Set serve as “cups” in your child’s pretend restaurant. As your child gains practice with creative pretend play, they may start to form elaborate fantasy worlds.

Even if you don’t think of yourself as creative, you can model creative thinking by showing your child how a toy can be used in many different ways. Research finds that parents who model “out of the box” ways to play can encourage creative thinking and problem-solving in their children, starting in toddlerhood.

It can be difficult for young children to manage their frustration, but giving your child opportunities to solve problems on their own helps build both confidence and frustration tolerance . Research suggests that the ability to set goals and persist in them through challenges—sometimes called “grit”—is linked to school and career success. Here’s how you can play an important role in helping your child develop problem-solving persistence.

Model persistence. You know your toddler closely observes everything you do 🙃 A 2017 study shows that young children who watch their parents persist in their own challenge were more likely to show persistence themselves. Allow your toddler to see you attempting an activity, failing, and talking yourself through trying again. While playing with blocks, try stacking a few off balance so they fall. Notice aloud what went wrong and continue to narrate as you move slowly to carefully stack the blocks again.

Give them time. A little frustration can go a long way toward learning. It can take enormous restraint not to point out where to put the puzzle piece or how to slot the peg in place—but try to give them time to problem-solve on their own. You’re helping them feel capable and confident when faced with new challenges.

RELATED:  11 ways to build your toddler’s frustration tolerance

Ask questions to encourage new strategies. If your toddler gets frustrated with a problem, encourage their problem-solving process by asking questions: “Are you trying to race the car down the ramp but it got stuck? Is the car too long to go down sideways?” This may help your child refocus their attention on their goal instead of what they have already unsuccessfully tried. With a little time and creative problem-solving, your child may figure it out on their own.

Problem-solving skills are just one component of your child’s overall cognitive development. By around 12 months of age, you should see signs that your child is attempting to solve simple problems, like looking for a toy under a blanket. By about 30 months, your child may show slightly more advanced problem-solving skills, like using a stool to reach a high counter. Their attempts might not always be successful at this age, but the fact that they’re trying shows they’re thinking through different options. If you don’t see signs of your child trying to solve problems in these ways, talk to your pediatrician about your concerns. They can assess your child’s overall development and answer any questions.

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The Play Kits

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Posted in: 7 - 8 Months , 9 - 10 Months , 11 - 12 Months , 13 - 15 Months , 16 - 18 Months , 19 - 21 Months , 22 - 24 Months , 25 - 27 Months , 28 - 30 Months , Learning & Cognitive Skills , STEM , Independent Play , Puzzles , Child Development , Cause and Effect , Problem Solving , Cognitive Development , Learning & Cognitive Skills

Meet the Experts

Learn more about the lovevery child development experts who created this story..

Research & Resources

Alan, S., Boneva, T., & Ertac, S. (2019). Ever failed, try again, succeed better: Results from a randomized educational intervention on grit . The Quarterly Journal of Economics, 134 (3), 1121-1162.

Bergen, D. (2002). The role of pretend play in children’s cognitive development . Early Childhood Research & Practice , 4(1), n1.

Bruner, J. S. (1973). Organization of early skilled action . Child Development , 1-11.

Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: perseverance and passion for long-term goals . Journal of Personality and Social Psychology, 92 (6), 1087.

Hoicka, E., Mowat, R., Kirkwood, J., Kerr, T., Carberry, M., & Bijvoet‐van den Berg, S. (2016). One‐year‐olds think creatively, just like their parents . Child Development , 87 (4), 1099-1105.

Keen, R. (2011). The development of problem solving in young children: A critical cognitive skill. Annual Review of Psychology , 62 , 1-21.

Mullineaux, P. Y., & Dilalla, L. F. (2009). Preschool pretend play behaviors and early adolescent creativity . The Journal of Creative Behavior , 43(1), 41-57.

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Description

Are you looking for a variety of fun activities to teach self regulation, emotional control and behavior skills? Do you need help with classroom management? This packet has all you need with no prep worksheets covering problem solving, recognizing feelings, keeping calm, dealing with being upset, dealing with a mistake, trying when work is hard, trying something new and no means no.

In this packet you will find a wide ranging comprehensive set of activities to address a variety of key self regulation/emotional/behavior skills. Students are introduced to each key self regulation skill through a variety of activities including social narratives, worksheets and activities.

In addition, for each skill a behavior contract has been created so that students can receive reinforcement for performing the targeted skills correctly in their social/learning environments. Students can also reflect on their skill execution though frequent journaling/reflection on their skill performance.

Strategy cards to help give students strategies to self regulate and keep calm are also included in this packet.

228 pages of activities are included within this packet.

Chapters specifically cover:

-+- Recognizing feelings………31 pages

-+- Keeping calm……….62 pages

-+- Problem solving……25 page

-+- Talking to others when upset…….18 pages

-+- Dealing with a mistake……..25 pages

-+- Trying when work is hard…..13 pages

-+- Trying something new……..19 pages

-+- When ‘no’ means ‘no’……16 pages

Activities can be stored together in a binder so that student’s can easily refer to and reference the different skills as needed.

Specific skills addressed:

-Recognizing feelings

-Keeping calm

-Problem solving

-Talking to others when upset

-Dealing with a mistake

-Trying when work is hard

-Trying something new

-No means No

Check out my other related social skills and behavior/emotion control products that will compliment this activity:

Social skills MEGA bundle

How my actions and behaviors affect others

Think it or say it? How my words affect others

Social skill and behavior practice, reflection and improvement

Self regulation and emotional control lapbook

Social skills visual bracelets

Visual behavior bracelets

Emotions self regulation and behavior management supports

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