EECERA Conference 2025 – Guest Blog # 44: Problem-Solving in Early Childhood Education and Care Institutions (ECECi) 

One of a series of short blog posts by presenters who will be sharing their work at the upcoming annual conference in Bratislava, Slovakia. Any views expressed in this post are those of the author(s) and do not necessarily reflect the official stance of their affiliated institution or EECERA.

Problem-Solving in Early Childhood Education and Care Institutions (ECECi) 

By Lisa Lunde, University of Inland Norway

Problem-solving is recognised as a fundamental twenty-first-century skill, vital for creativity, critical thinking, and collaboration. It equips individuals to navigate uncertainty with confidence and ingenuity, making it not just a desirable educational goal but a necessary investment in personal and societal futures. In Early Childhood Education and Care Institutions (ECECi), the groundwork for these skills is laid, offering children opportunities to develop perseverance, adaptability, and imagination—qualities essential for deep learning and lifelong resilience. 

Problem-Solving as a Cognitive and Social Skill 

Effective problem-solving requires knowledge, imagination, divergent thinking, and self-belief. Research highlights the importance of divergent thinking—the ability to generate multiple solutions—as a driver of creativity and curiosity (Schulz & Bonawitz, 2007). While some children naturally display stronger problem-solving skills, studies confirm that such abilities can be nurtured in all learners through practice and exposure to varied strategies (Boaler et al., 2022; Fredagsvik, 2022). Without multiple strategies, frustration often arises, underscoring the educator’s role in encouraging flexible and persistent approaches. 

Problem-solving is non-linear, involving stages of understanding, ideation, implementation, and evaluation. Each step combines critical engagement and creative exploration. Importantly, these processes extend beyond individual thinking. Collaborative problem-solving encourages negotiation, cooperation, and diverse perspectives—competencies increasingly essential in a connected world. 

The Role of Scaffolding 

Central to fostering problem-solving is scaffolding: offering enough guidance for children to progress independently without taking over the task. This principle, rooted in Vygotsky’s Zone of Proximal Development, places educators as facilitators rather than providers of answers. By modelling strategies, posing thoughtful questions, and adjusting challenges, teachers help learners grow. However, poorly calibrated scaffolding—either through too much assistance or premature withdrawal—can undermine confidence or cause unnecessary frustration. 

Insights from ECECi Students 

Our study investigated how ECECi teacher students viewed children’s problem-solving and their own role as scaffolders. Findings reveal the dual challenge of knowing when to intervene and when to step back, balancing support with autonomy. Many student teachers found children’s approaches more inventive and diverse than expected, highlighting young learners’ potential to generate unconventional solutions when given freedom to experiment. This emphasises the importance of nurturing environments that value trial, error, and resilience as integral to learning. 

Neuroscience, Play, and Physical Problem-Solving 

Developmental psychology shows that early childhood is marked by heightened neuroplasticity, when experiences shape lasting neural pathways. Both structured and unstructured activities—puzzles, cooperative games, or simple experiments—sharpen children’s ability to spot patterns, explore cause-and-effect, and develop metacognitive skills, including reflection on their own thinking. 

Problem-solving also extends beyond intellectual tasks into physical play. Activities like obstacle courses or movement-based challenges merge strategic thinking with coordination, strengthening perseverance, adaptability, and teamwork. These embodied experiences not only support cognition and motor skills but also cultivate emotional regulation and confidence. By evaluating strategies in real time, children learn to transfer flexible problem-solving approaches across contexts. 

Fostering a Culture of Problem-Solving in ECECi 

Research consistently underscores the value of embedding problem-solving into early education. When children are encouraged to collaborate, supported with developmentally appropriate scaffolding, and engaged in both cognitive and physical challenges, they develop the resilience and adaptability required for complex problem-solving. 

Equally important is the preparation of educators. Teacher students must embrace the role of facilitators, balancing guidance with autonomy. Their reflections remind us of the importance of patience and humility in teaching, alongside the recognition that children’s struggles should not be eliminated but embraced. It is often in moments of difficulty that the deepest and most durable learning occurs. 

Conclusion 

Problem-solving stands as a cornerstone of human development and innovation, and its cultivation must begin in early childhood. In ECECi, this means not only teaching children to approach challenges with creativity, curiosity, and resilience but also equipping future educators with the skills to scaffold effectively. By integrating cognitive, social, and physical dimensions of problem-solving, educators give children the tools to face life’s uncertainties with confidence. These dispositions extend beyond immediate education, sustaining learners throughout their lives. 

Lisa Lunde (lisa.lunde@inn.no), University of Inland Norway

https://www.researchgate.net/profile/Lisa-Lunde

Lisa Lunde will present work referred to in this blog in Symposium Set B12 | Tuesday 26th August 2025 (Schedule liable to change; please refer to final programme for details).