problem solving for 11 year olds

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25 Fun Problem Solving Activities for Kids

Problem-solving activities for kids : Explore 24 fun problem-solving games and activities, and learn effective tips and strategies to teach kids problem-solving skills. If you want to explore problem-solving strategies more in-depth, you can also grab our workbook “ Problem-Solving for Kids ” (printable resource).

Problem-solving is the cognitive process of finding solutions to challenges or complex situations.

A systematic approach to problem-solving tends to include defining the problem, gathering information and data, generating potential solutions, evaluating the pros and cons of each solution, making a decision, and implementing the chosen solution.

Effective problem-solving often requires critical thinking, a good dose of creativity, and the ability to consider multiple perspectives. It may also involve identifying patterns, breaking down a problem into manageable chunks, and applying our logic to develop solutions.

Problem-solving is present in everyday situations and across all fields: business, science, personal life, and education. There is not one single aspect in our lives where we don’t need to apply our problem-solving skills.

Table of Contents

• Problem-solving steps
• Development of problem-solving in childhood
• Benefits of developing problem-solving skills
• 10 Tips to teach kids problem-solving skills
• 10 Examples of problem-solving strategies
• 25 Problem-solving activities and games for kids

Problem-Solving Steps

Some key components of problem-solving include:

• Identifying the problem Recognizing and defining the issue or challenge that needs to be addressed.
• Analyzing the problem Investigating and understanding the underlying causes, factors, and relationships related to the problem.
• Generating solutions Generating potential solutions or strategies to address the problem.
• Evaluating all possible solutions (Pros and Cons Analysis) Assessing the feasibility, effectiveness, and potential consequences of each solution. Considering the positive and negative aspects of each solution.
• Decision-making Selecting the best solution based on our analysis and judgment.
• Implementing the best solution Actioning our chosen solution
• Monitoring progress and results
• Reflecting on the outcomes Reviewing and evaluating the outcomes of the implemented solution, learning from the experience, and making adjustments if necessary.

Development of Problem-Solving Skills in Childhood

Children begin to develop problem-solving skills from a very early age, and these skills continue to develop and refine throughout childhood and adolescence.

Babies soon learn about action and reaction. And, as early as eight months, they begin to acquire an understanding of cause and effect (they shake a rattle, it makes a sound; they push a toy, it falls)

Between 13 and 24 months, they start solving simple problems through trial and error and engage in symbolic play using their imagination.

As children progress into middle childhood (ages 7-11), they develop more advanced problem-solving skills. They become capable of understanding multiple perspectives and can consider multiple factors when solving problems. They start using logic and reasoning to solve increasingly complex problems.

During adolescence (ages 12 and up), problem-solving skills continue to develop. Teenagers can generate and test hypotheses and use deductive and inductive reasoning to arrive at solutions.

Each child will develop their problem-solving skills at their own pace. Some children may show advanced problem-solving abilities at an earlier age. Others may require more time and experience to develop these skills fully.

Benefits of Developing Problem-Solving Skills in Children

Problem-solving skills in children are crucial for children’s cognitive, social, and emotional development. It equips them to approach challenges, think critically, make informed decisions, and find creative solutions. 

The benefits of good problem-solving skills in children include:

• Positive impact on self-esteem and confidence Identifying, analyzing, and solving their problems contributes to our kids’ sense of competence .
• Fosters Independence and Autonomy When our kids are able to problem-solve on their own, they take one more step toward independence
• Academic Success Problem-solving skills contribute to academic achievement, as they help students analyze and solve complex problems across various subjects.
• Cognitive Development Problem-solving fosters cognitive skills such as logical reasoning, analytical thinking, and abstract reasoning.
• Critical Thinking Problem-solving enhances critical thinking abilities, enabling children to evaluate information, identify biases, and make informed judgments.
• Creativity Problem-solving promotes creativity by encouraging children to think outside the box, generate innovative ideas, and explore multiple solutions.
• Emotional Resilience Problem-solving skills enhance emotional resilience by enabling children to manage and cope with challenges effectively, reducing stress and promoting well-being.
• Improved Social Interactions/Relationships Problem-solving abilities contribute to better social interactions, conflict resolution , and peer collaboration, promoting healthy relationships.
• Future career success Problem-solving skills are highly valued in the workplace and can positively influence future career success.

10+ Helpful Tips to Teach Kids Problem-Solving Skills

Teaching problem-solving skills to kids is an important part of their cognitive development. It helps them develop critical thinking, creativity, and resilience.

But how can we help our kids and students to develop this essential skill?

We can help our kids and students develop and improve their problem-solving skills in many ways.  These are some helpful tips that you could consider:

• Model problem-solving behavior When you see yourself in a problem-solving situation, verbalize your thought process: “I wonder how I should address this issue. I guess my alternatives could be… They all have positives and negatives….”
• Let them participate in the problem-solving situation “Could you help me solve this puzzle?”
• Provide real-life problem-solving situations Real-life scenarios make problem-solving more meaningful for kids. For example, discuss how to resolve a conflict with a sibling or how to make the morning routine smoother.
• Teach them how to break down problems Show them how to break down complex problems into manageable sub-problems.
• Practice brainstorming Create brainstorming situations where all the family (or the classroom) can contribute to solving a problem
• Teach the value of perseverance Sometimes, we must stick to a situation and persevere before finding a solution. Encourage kids to persevere through challenges and setbacks, emphasizing that mistakes and failures are opportunities for learning.
• Encourage critical thinking Encourage kids to analyze situations, consider different perspectives, and evaluate possible outcomes.
• How could we make your school lunch healthier but still yummy?
• How could we reuse/recycle all this paper?
• What could we do to help you remember all the steps in your night routine?
• Encourage reflection When they can find a solution for a problem, don’t jump to solve it for them. Encourage them to reflect on the problem and find and evaluate alternatives. And after a problem is solved, think about the whole process and the learnings. “How did this work?” “What did you learn” “Do you need to change anything?”
• Foster creativity Provide them with opportunities for imaginative play, creative projects, and brainstorming sessions.
• Teach the value of teamwork Teach kids the importance of working together to solve problems. Engage them in group activities or projects that require teamwork and collaboration. This helps kids learn the value of different perspectives and work together towards an objective while they practice their communication skills.
• Teach decision-making skills Teach kids how to approach problems systematically by going through the steps we have mentioned in our first section.
• Encourage both structured and free play. Structured play can help you create good problem-solving situations, while free play will foster creativity.

Developing problem-solving skills is an ongoing process that will also continue in adulthood. Provide your kids with guidance and support, and celebrate their efforts and achievements along the way.

10 Examples of Problem-Solving Strategies

There are different strategies that can help us solve a wide range of problems. Here are some commonly recognized problem-solving strategies:

1 . Trial and Error : This is the first problem strategy that we ever learn. We start using trial and error strategies in infancy, and it continues serving its purpose in many situations. This strategy involves trying different solutions or approaches and learning from the errors or failures until a successful solution is found.

2. Algorithm: An algorithm is a step-by-step procedure or a set of rules that guarantees a solution to a specific problem. It is a systematic approach to problem-solving that follows a predetermined set of instructions.

3. Heuristics: Heuristics are mental shortcuts or rules of thumb that help simplify problem-solving by providing quick and efficient strategies. While heuristics can be effective in many situations, they may also lead to biases and errors.

4. Divide and Conquer: This strategy involves breaking down a complex problem into smaller, more manageable chunks or steps that make the overall problem easier to tackle.

5. Working Backwards: This strategy involves starting from the desired outcome and working backward to determine the steps or actions needed to reach that outcome. We often use this problem-solving strategy when we set goals.

6. Analogical Reasoning: Analogical reasoning involves drawing parallels between the current problem and a similar problem that has been solved in the past. By applying the solution from the previous problem to the current one, individuals can find a solution more efficiently.

7. Brainstorming: Brainstorming gets lots of brains working on the same problem. It is a great collaborative problem-solving strategy that can bring different perspectives and experiences to the table and may result in lots of creative ideas and solutions. 

8. Decision Matrix: A decision matrix is a systematic approach to evaluating and comparing different options or solutions. It involves creating a matrix that lists alternatives and the criteria for evaluation. It assigns weights or scores to each criterion to come up with the optimal alternative.

9. Root Cause Analysis: Sometimes, we need to understand what is causing a problem before we can attempt to solve it, as different causes may require different approaches (for example, when you are sick, your doctor may need to understand what is causing the problem before prescribing a medicine)

10. Simulation and Modeling: Simulation involves creating a simplified representation or model of a problem situation to gain insights and test different scenarios.

Our choice of strategy will depend on the problem, available resources, and our own personal preferences and circumstances. We may also need to combine strategies or apply different ones to different aspects of a complex problem.

(Disclosure: We are a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for us to earn fees by linking to Amazon.com and affiliated sites. You can also read our Disclosure & Disclaimer policy  here )

Best Problem-Solving Activities for Kids

Play-based activities are centered around play and are designed to engage children in active learning and exploration. And fun problem-solving activities are a great way to develop children’s critical thinking, creativity, and decision-making skills.

In this section, we will review some problem-solving games and activities that will engage your kids’ critical-thinking skills and creativity.

1. Puzzle Games Puzzles are a fun activity for children of all ages. Young children will enjoy simple puzzles, while older children (and adults!) can have fun with more complex ones. Encourage them to use logical thinking and problem-solving strategies to complete the puzzles.

2. Crosswords A crossword is another fun type of puzzle and a good source of mental stimulation.

3. Sudoku Sudoku is a popular logic-based puzzle that involves filling a grid with numbers.

It can be extremely easy or very challenging, adaptable even for young learners.

Let’s go now for a couple of building challenges!

4. Build the Tallest Tower Give the child a set of materials (Legos, building blocks, wooden blocks, or other construction materials) and ask them to build the tallest tower they can. This simple game will encourage them to problem-solve as they build and figure out how to make the tower stable.

5. Build Towers with Different Materials Ask your child to build three different towers with different materials. Then assess how stable they are and how much weight they can hold. Analyze the pros and cons of using each type of material.

6. Treasure Hunt Set up a treasure hunt with clues leading to hidden objects or rewards. Children will have to follow the clues and solve puzzles to find the ultimate prize. This activity encourages problem-solving, critical thinking, and teamwork.

7. Scavenger Hunt Playing Scavenger Hunt can be a fun way for our kids to put their creative problem-solving skills to good use. Provide them with clues and puzzles that they must solve in order to find the next clue.

8. Mystery Bag Fill a bag with random objects and ask children to come up with creative uses for each item. Encourage them to think outside the box and find innovative solutions.

9. Memory Game While memory games primarily focus on memory retention and recall, they can indirectly contribute to problem-solving skills by developing cognitive abilities such as attention, information processing, and adjusting their strategies.

10. Role-Playing Scenarios Create role-playing scenarios where children have to solve a problem or make decisions. For example, pretend to be stranded on a desert island and ask them to decide what items they will take and how they will survive.

11. Role-Play Social Situations Work in developing social skills with social problem-solving situations.

12. Brainstorming Sessions Choose a topic or problem and hold brainstorming sessions where children can generate as many ideas as possible. Encourage them not to limit themselves (even if alternatives feel unfeasible!)

13. Team Building Activities and Games Engage children in team-building games like building a balloon tower. Each team member will need to collaborate, communicate, and problem-solve together to complete the project.

14. Escape Rooms An escape room is a super fun team problem-solving activity.

In an escape room, participants are locked inside a themed room and must work together to solve puzzles, find clues, and accomplish tasks within a given time limit in order to “escape” from the room.

15. Science Experiments Conduct simple science experiments that involve problem-solving. For example, in the classic “sink or float” experiment, children predict and test which objects will sink or float in water.

Problem-Solving Board Games

There are many board games that will test our kids problems solving activities. These are just a few examples:

16. Cluedo Players must solve a murder mystery by deducing the murderer, the weapon used, and the location of the crime. Players collect and examine clues to eliminate possibilities and make logical deductions.

17. Codenames Another classic game where players are split into two teams and must guess words based on clues from their teammates.

There are many codenames games available, including themes like Disney or Harry Potter.

18. Mastermind Game In this strategy game players take turns setting and solving secret codes

19. Scrabble Scrabble is a classic word game where players form words on a game board using letter tiles.

Kids must use their problem-solving skills to analyze the available letters, consider the best word combination and strategically place those words to score the highest points.

Learning Problem-Solving with Card Games

Card games provide opportunities for kids to develop problem-solving skills such as strategy, memory, pattern recognition, decision-making, and observation.

Just a couple of examples:

20. Uno Uno is a classic card game where kids match cards based on color or number. They need to assess their cards, strategize and make decisions about which cards to play to get rid of their cards while also considering the cards in their opponents’ hands.

21. Go Fish Go Fish is a classic card game where players try to collect sets of cards by asking other players if they have specific cards. Players need to remember which cards they have and make decisions about who to ask and what sets to pursue.

22. Coding Challenges Introduce children to coding activities using platforms like Scratch (or ScratchJr for younger kids), Code.org, or Tynker. Coding involves problem-solving and logical thinking, and children can create interactive stories, games, or animations.

23. Outdoor Problem Solving Take children outside and present them with challenges that require problem-solving, such as building a shelter using natural materials or finding their way through an obstacle course.

24. Problem-Solving Worksheets Help your child follow a systematic approach to problem-solving with these helpful worksheets

25. Goal-Setting Activities for Kids Learning to set goals and make plans to achieve them is also a problem-solving activity. I have several resources to teach kids about goal-setting that I will list below:

• Goal-Setting Activities for Kids
• SMART Goals for Kids
• Goal Tracker Thermometer

Remember to provide guidance and support during these activities while encouraging children to think independently and come up with their own solutions.

Problem-Solving Worksheets

Looking for kid-friendly examples of problem-solving strategies ?

This workbook explores the following  problem-solving strategies  (with child-friendly examples and activities):

• Trial and Error
• Heuristics (Clever shortcuts)
• Divide and Conquer
• Working Backwards
• Brainstorming
• Decision Matrix
• Root Cause Analysis
• Systematic problem-solving

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45 Fun and Clever Brain Teasers for Kids with Answers!

Written by Laney Kennedy

Reviewed by Sarah Tino, M.Ed.

Engage and motivate your students with our adaptive, game-based learning platform!

• Game-Based Learning
• What brain teasers are
• The benefits of brain teasers for kids

Math brain teasers for kids

Sometimes keeping your students engaged during a (long) school day feels like a losing battle. How do you gain their full attention while teaching the skills they need to succeed? How do you turn tough and intimidating concepts into fun, entertaining lessons that actually spark life in the classroom? 

Brain teasers for kids are a great form of game-based learning that not only entertain children but also inspire some creative thought in the classroom. People of all ages can indulge in these playful — yet challenging — activities.

And some examples of when teachers might want to use brain teasers are on a bulletin board in the classroom, as a partnered activity to start a new concept or lesson, or during a rainy day indoor recess box.

We’ve gathered 45 examples of brain teasers for kids with answers, organized by category:

Table of Contents

Language brain teasers for kids :

Riddles ; Language associations ; Lateral thinking problems.

Math brain teasers for kids :

Math riddles ;  Pattern problems ;  Prodigy.

Visual brain teasers for kids :

Spot the difference ;  Rebus puzzles ;  Optical illusions ;  Stroop effect test.

Use the list below to find the perfect brain teaser for your class!

What are brain teasers?

Before you explore our examples, you might be wondering what brain teasers actually are.

Cambridge Dictionary defines a brain teaser as “a problem for which it is hard to find the answer, especially one which people enjoy trying to solve as a game.”

Brain teasers are a type of puzzle — and as the list below reveals, they come in many different forms. Often presented as a riddle, question or activity, brain teasers require a little extra brainpower to solve.

It's important to note that if you have any English language learners in your class, brain teasers for kids might pose a challenge for them. If that's the case, they might need you to walk them through the brain teaser more closely, or you can find ones that better suit their language level.

Brain teasers for kids differ from other complex or abstract problems because they’re usually done for fun. Although you can use them to analyze problem-solving and critical thinking skills, they’re often used as an amusing activity to encourage logical and lateral thinking , or thinking “outside the box.”

45 Brain teasers for kids

We’ve compiled a list of language, math and visual brain teasers to get your students thinking. Get inspired by the examples below — including answers!

Language brain teasers for kids

When you hear the term “brain teaser,” a riddle is likely the first thing that comes to mind. Riddles are perplexing — sometimes misleading — questions or statements that require creative thought to solve.

Riddles are usually fun, and plenty of them can add some humour to your classroom.

Enjoy our list of riddles for kids below!

a) Billy’s mother had five children. The first was named Lala, the second was named Lele, the third was named Lili, the fourth was named Lolo. What was the fifth child named?

b) Choose the correct sentence: “The yolk of the egg is white” or “the yolk of the egg is white.”

c) It’s as light as a feather, but the strongest person can’t hold it for more than five minutes. What is it?

d) The more there is, the less you see. What is it?

e) What gets more wet while it dries?

f) You can find it in Mercury, Earth, Mars, Jupiter and Saturn, but not in Venus or Neptune. What is it?

g) It likes food, but water kills it. What is it?

h) What’s full of holes but can still hold water?

i) Which is heavier, a pound of feathers or a pound of rocks?

j) How far can a dog run into the woods?

k) You’re driving a city bus. At the first stop, three women get on. At the second stop, one woman gets off and a man gets on. At the third stop, two children get on. The bus is blue and it’s raining outside in December. What colour is the bus driver’s hair?

l) There are three houses. One is red, one is blue and one is white. If the red house is to the left of the house in the middle, and the blue house is to the right of the house in the middle, where’s the white house?

m) It’s at the center of gravity and you can find it in Venus, but not Mars. What is it?

n) What goes on four feet in the morning, two in the afternoon and three in the evening?  (This is from the classic myth,  Oedipus and the Riddle of the Sphinx )

o) What travels faster: heat or cold?

p) A man was walking in the rain in the middle of nowhere without a coat or an umbrella. He got soaked, but not a single hair on his head was wet. How can this be?

q) A cowboy rode into town on Friday. He stayed in town for three days and rode back out on Friday. How is this possible?

b) Neither. Egg yolks are yellow, not white!

f) The letter “R”

h) A sponge

i) Neither. Both weigh a pound!

j) Halfway. Once it reaches halfway, it’s running  out  of the woods.

k) Whatever colour your hair is. Remember, you’re driving the bus!

l) In Washington, D.C.

m) The letter “V”

n) A human. The times of day represent stages of human life. At the beginning of life, a baby crawls on four “feet.” As a person gets older, they walk on two feet. Later in life, a person will walk on three “feet” (two feet, plus a cane to help them walk).

o) Heat travels faster because you can catch a cold!

p) He was bald.

q) The horse’s name was Friday.

As a bonus, use these riddles to challenge preconceived notions and get students thinking about natural bias .

a) Two boxers are in a match scheduled for 12 rounds. (Pure boxing only - no kicking, UFC takedowns, or anything else). One of the boxers gets knocked out after only six rounds, yet no man throws a punch. How is this possible?

b) A father and son have a car accident and both are very injured. They are taken to separate hospitals for treatment. When the boy is taken in for an operation, the surgeon says, “I can’t do this surgery…. this boy is my son!” How is this possible?

a) The two boxers are women.

b) The surgeon is the boy’s mother.

2. Language associations

These brain teasers for kids explore the complexities of the English language. Use them to boost student knowledge of sounds, words, spelling, categorization and more.a)  Word association : find a word that associates with the following sets of words.

• Cake, swiss, cottage
• Glasses, screen, day
• Cream, cube, cap
• Knife, fly, cup

b) Find the mystery word . Replace the third letter of each word with a new letter to create a different word. When read vertically, the new letters will reveal the mystery word.

For example, the word MA K E could become MA R E, MA L E, MA T E and so on. It’s your job to figure out which one works to create the mystery word. 

Hint: It’s something you’ll find outside.

c) Find rhyming pairs . Unscramble the words below so that each pair of words rhymes.

• RBAE & HREAS
• WNROED & UTRHNDE
• TUGHAT & HBTUGO
• ODULC & ODOG

Mystery word: FLOWER

• BEAR (or BARE) & SHARE
• WONDER & THUNDER
• TAUGHT & BOUGHT
• COULD & GOOD

You can also use printable brain teasers for kids like this one:

Image source: Spelling Words Well

Answer: The “happy word” is SMILE.

3. Lateral thinking problems

Lateral thinking problems require creative thinking with an indirect approach.

These questions require logic and careful thought to solve. The most notable example of a lateral thinking problem is the classic Monty Hall problem .

Here are two examples of lateral thinking problems kids can try to solve.

a) The river crossing problem

Image source: Popular Mechanics

A farmer is travelling with a fox, a goose, and a bag of beans. During his journey, he comes across a river with a boat to cross it.

The farmer can only fit one thing in the boat with him at a time. If left alone together, the fox will eat the goose or the goose will eat the beans. How does the farmer get everything across the river safely?

b) The light bulb problem

There are three light switches outside of a room-- labeled number one, number two, and number three. The door to the room is closed and you can’t see in. All three switches are off.

You need to figure out which switch belongs to which bulb. You can use the switches however you want to, but can only enter the room once. How do you do it?

a) Here’s the step-by-step solution:

• The farmer brings the goose across the river first (if he leaves the goose alone, it will either eat the beans or be eaten by the fox).
• The farmer brings either the fox or the beans across and leaves the other one alone.
• Now the farmer has two items on the other side of the river, including the goose. If he leaves the goose again, the same problem will occur. So, the farmer must bring the goose back to the other side.
• The farmer brings the other item back (either the fox or the beans) and leaves the goose alone again. The fox and the beans are now on the other side of the river.
• The farmer returns and brings the goose across the river again.

b) Turn on the first switch and leave it on. Turn on the second switch for a few minutes, and then turn it off again. When you enter the room, one light bulb will be on. You’ll know it goes with switch one because you turned it on. Another bulb will be hot. You’ll know that goes with switch two because it was on for a little while. The bulb that’s off and cold goes with switch three because you didn’t touch it.

Like math puzzles , these brain teasers for kids can increase engagement with math content and inspire your students to work on math concepts and problems outside of regular lessons.

1. Math riddles

These riddles are just as amusing as the ones above, but they’re math-focused . Use them to give students some extra math practice and encourage resourceful thinking.

Math riddles

a) Divide 30 by ½ and add 10. What’s the answer?

b) A clerk at the butcher shop is six feet tall and wears size 10 shoes. What does he weigh?

c) A farmer has 19 sheep on his land. One day, a big storm hits and all but seven run away. How many sheep does the farmer have left?

d) Your sock drawer only contains 18 white socks and 18 blue socks. How many times do you need to reach inside the drawer and take out a sock to guarantee a matching pair?

e) You planted sunflower seeds in your back garden. Every day, the number of flowers doubles. If it takes 52 days for the flowers to fill the garden, how many days would it take for them to fill half the garden?

f) Using only addition, how can you use eight eights to get the number 1,000?

g) When Ashley was 15, her mother was 37. Now, her mother is twice her age. How old is Ashley?

a) It's 70. You’re dividing 30 by ½, not by two. Thirty divided by ½ is the same thing as multiplying it by two, which is 60. Plus 10 makes 70!

b) Meat. He works at the butcher shop, so he weighs meat for a living.

c) Seven. The riddle says  all but seven  run away, meaning there are seven left who didn’t.

d) Three times. On the third time, you’ll get either a white or a blue sock to match with one of the other two you’ve already grabbed.

e) It would take 51 days. If the number of flowers doubles every day, half the garden would be full the day before, on the 51st day.

f) 888 +88 +8 +8 +8

g) Ashley is 22. Her mother is 22 years older, so when Ashley is 22, she’s now half her mother’s age.

2. Pattern problems

These questions require students to identify a pattern before they can answer a particular question. Kids must use creative and logical thinking to find the answers.

4 + 4 = 168

5 + 5 = 2510.

b) What makes this number unique: 8,549,176,320?

c) Solve the pattern puzzle below. Find the missing number to replace the question mark.

Image source: Genius Puzzles

d) Solve the following:

Image source: AOL

a) The missing number is 3612. The answer is the number multiplied by itself and then the number added to itself. Six multiplied by six is 36, and six plus six is 12.

b) It contains each one-digit number, zero through nine, listed in alphabetical order.

c) The missing number is 17. Each number in the circle is the sum of the numbers in the opposite quadrant. In this case, the numbers are eight and nine — added together makes 17.

d) The answer is 14 (or 16), if you’re on the other side of the debate .

3. Prodigy Math Game

This math activity is a bit different from others on the list. It’s not a traditional brain teaser, but it can also be used as a fun, skill-building alternative to traditional math class.

Prodigy is a game-based learning platform that takes your students on an online fantasy adventure while they answer standards-aligned math questions. It’s engaging and effective at teaching necessary skills. 

Prodigy's free teacher tools help you differentiate learning, send assessments in-game and even collect student insights!

Visual brain teasers for kids

1. spot the difference.

This ever-popular activity might remind you of your own childhood — and kids still love it! Spot the difference puzzles require lots of deduction and attention to detail.

Here’s an example of a printable spot the difference activity.

Image source: Tim’s Printables

2. Rebus puzzles

A rebus is a visual word puzzle that uses lateral thinking to find its intended meaning. The word or phrase is depicted with a visual illustration, including letters and words. Students must think creatively to figure out the meaning from the clues they’re given. 

Image source: Wikipedia

Image source: Stack Exchange

a) Top secret

b) Think outside the box

Visit the link below if you want more fun rebus puzzles for your students:

3. Optical illusions

Get tricky with your students! Optical illusions use visual tricks that alter the perception of what you’re really seeing. Students will love trying to figure out what’s really going on in these examples.

a) How many legs does the elephant have?

Image source: Optics For Kids

b) Are the two squares different colours?

Image source: Brain Den

b) They’re exactly the same colour. If you place your finger over the spot where the squares meet, you can see they’re the same. Try this impossible paper puzzle if you want a more hands-on optical illusion. You can make one to show your class, then have students make their own as a fun brain teaser to show friends and family.

4. Stroop effect test

The Stroop effect was discovered in the 1930s by John Ridley Stroop. During the test, you’re given a list of colour names, with each word being a different colour than what they describe.

The test involves saying the colour of a word, rather than reading the word itself. Your mind must process the two conflicting pieces of information, which slows down reaction speed and requires careful thought to get through.

Image source: The Crafty Classroom

Benefits of brain teasers for kids

You know your students enjoy them, but did you know there are plenty of additional reasons to make brain teasers a regular activity in the classroom?

A study on the attention spans of six-year-olds found children who were given brain teasers were more attentive than those who were not — showing brain teasers were effective at boosting children’s attention spans.   

Brain teasers for kids can also:

• Strengthen problem solving and critical thinking skills
• Encourage lateral thinking and build new perspectives
• Improve cognitive abilities like memory and processing speed
• Inspire teamwork and communication
• Engage students and motivate them to learn
• Provide necessary breaks from traditional class work

How to use brain teasers in the classroom

In addition to their many learning advantages, brain teasers are a great way to break up the day and engage your students. Here are just a few ways you can use brain teasers for kids as a teaching strategy and maximize the benefits in your classroom:

• Engagement-boosting activity before or after lessons
• Bonus questions in assignments and tests
• Optional “free time” activity
• Encourage team building — split students into groups to solve them together
• Supplement lessons — choose brain teasers about the subject you’re teaching

Final thoughts on brain teasers for kids

No matter what subject or skill you want to focus on, a brain teaser is a great addition to traditional teaching methods. Plus, it’s something students will actually be excited to do.

Remember that brain teaser are designed to be fun for kids. it’s not about finding the right answer, but the mental exercise they get from trying to find the solution.

Use any of the brain teasers in this list whenever you need a boost of energy in your classroom. Bonus points if you can stump any adults!

Create or log in to your free teacher account on Prodigy – a game-based learning platform for math that’s easy to use for educators and students alike. Aligned with standards across the English-speaking world, it’s used by more than a million teachers and 90 million students.

Problem Solving for Kids: How-To Guide, Activities & Strategies

Children need to be able to solve their own problems. In daily life, kids face a lot of set of social circumstances and challenges. Whether they’re trying to figure out how to make friends, deal with bullies, or solve academic problems, they need strong problem-solving skills to be successful.

Problem-solving is a critical life skill that all kids need to learn. By teaching them how to identify and solve problems on their own, you’ll be setting them up for success in school and in life.

What are Social Problem-Solving Skills?

Social problem-solving skills are a skill set that involves behavioral and cognitive processes which allow an individual to find adaptive and positive ways of handling problematic situations that can arise in the social environment in our daily life. These skills comprise an understanding of emotions, empathy, self-awareness, prosocial behavior, anger management, perspective-taking, establishing positive relationships, and so on.

Why It’s Important for Children to Learn the Skills to Problem-Solve

Social problem-solving skills are important for kids to learn because they allow them to cope with the various challenges they face in their social environments, such as peer pressure, bullying, and exclusion from social groups. In addition, these skills can help them resolve conflicts effectively and build positive relationships with others.

How to teach Problem-Solving skills

There are many ways to develop social problem-solving skills in kids . One way is to provide them with opportunities to practice these skills through different activities and games.

There are a few key things that parents and educators can do to help kids develop strong problem-solving skills:

Teach Children to Identify the Problem

One of the most important steps in solving any problem is being able to accurately identify what the problem is. This can be tricky for kids, especially if they’re feeling emotional about the situation. Help them by teaching them how to take a step back and look at the problem objectively.

Help Kids Brainstorm Solutions

Once kids can identify the problem, it’s time to start brainstorming possible solutions. This is where creativity and out-of-the-box thinking come in handy. Encourage kids to think of as many possible solutions as they can, no matter how far-fetched they might seem.

Help Kids Weigh the Pros and Cons

After Children can come up with a few potential solutions, it’s time to help them figure out which one is the best option. This is where critical thinking comes in. Teach kids how to weigh the pros and cons of each solution and make a decision based on logic, not emotions.

Help Kids Implement the Solution

The final step is helping kids actually implement the solution they’ve chosen. This might involve role-playing different scenarios, practicing what they would say or do, or writing out a plan. Whatever the case, be sure to provide support and guidance every step of the way.

Praise Kids

It’s essential to praise your child when they demonstrate social problem-solving skills. This will help him feel confident in his abilities and encourage him to continue using these skills.

Also, proper guidance and opportunities to practice problem-solving skills should be provided for kids to be efficient enough to solve problems on their own. In addition to providing opportunities for practice, it is also important to model problem-solving skills for your child. 

By following these tips, you can help your child develop strong social problem-solving skills that will serve him well throughout his life.

Problem-solving in Child Development

Most children go through similar phases of problem-solving as they develop. However, the timing may vary depending on the child’s individual temperament and circumstances.

Here are some common milestones:

• Ages 2-3: During the age of 2-3 years, kids begin to understand that problems can be solved. They also start to develop a sense of self-control and can begin to use words to express their emotions.
• Ages 3-4: By 3-4 years old, kids are usually better at problem-solving and can use more logical thinking. They’re also beginning to understand other people’s feelings and perspectives.
• Ages 4-5: Around 4-5 years old, kids can usually think of multiple solutions to a problem. They’re also starting to understand the concept of cause and effect.
• Ages 5-6: By 5-6 years old, most kids can apply problem-solving skills in their everyday lives. They’re also able to understand complex emotions and empathize with others.
• Ages 6-7: Around 6-7 years old, kids are usually able to understand even more complex emotions. They’re also starting to see the world from other people’s perspectives and can use this knowledge to solve problems.
• Ages 7-8: By 7-8 years old, kids are often able to solve problems quickly and efficiently. They’re also able to think abstractly and see the world from multiple perspectives.
• Ages 8-9: Around 8-9 years old, kids are usually able to solve problems independently. They’re also beginning to understand the concept of time and how it can be used to solve problems.
• Ages 9-10: By 9-10 years old, kids are often able to solve complex problems. They’re also able to think abstractly and see the world from multiple perspectives.
• Ages 10-11: Around 10-11 years old, kids are usually able to solve problems independently. They’re also beginning to understand the concept of time and how it can be used to solve problems.
• Ages 11-12: By 11-12 years old, kids are often able to solve complex problems. They’re also able to think abstractly and see the world from multiple perspectives.
• Ages 12-13: Around 12-13 years old, kids are usually able to solve problems independently. They’re also beginning to understand the concept of time and how it can be used to solve problems.

As children get older, they should be able to solve more complex problems. If you’re concerned about your child’s problem-solving abilities, talk to their doctor or a child development specialist.

 Social Problem-Solving Strategies

There are several strategies that can help children of primary age to solve problems. Some of them are as follows:

• Encouraging children to take turns and share. This strategy helps children to be more patient and to understand that other people have feelings too. It also allows them to share their own feelings and thoughts more openly.
• Helping children to understand and express their emotions. This strategy helps children to identify and understand their own emotions , as well as the emotions of others. It also allows them to express their emotions in a more positive way.
• Teaching children how to compromise. This strategy helps children to understand that sometimes it is necessary to give up something in order to get something else. It also teaches them how to negotiate and how to reach an agreement with others.
• Encouraging children to think about other people’s perspectives. This strategy helps children to understand that other people have different points of view. It also allows them to see the world from another person’s perspective and to empathize with others.
• Helping children to understand and follow rules. This strategy helps children to understand that there are certain rules that must be followed in order to maintain order and peace. It also teaches them how to respect the rules of others.
• Teaching children how to improve their skills to problem-solve. This strategy helps children to understand that there are many ways to solve a problem. It also teaches them how to think creatively and to come up with their own solutions.

These are just a few of the social problem-solving strategies that can help children of primary age to solve problems. For more information, please talk to your child’s doctor or a child development specialist.

Social Problem-Solving Skills Activities

Games and activities for socialization are an excellent way for children for learning how to behave in social surroundings such as school or in the community.

It is essential for children to learn how to take turns, share, cooperate and resolve conflicts.

Here are some activities to improve social problem-solving skills for children of different age groups:

Social Problem-solving Activities for Preschoolers

Preschoolers are very young and need a lot of help to learn social problem-solving skills. The following activities are fun and will help them develop problem-solving skills.

• Circle Time: This is a great activity for kids to learn how to take turns and share. Give each child a turn to be in the center of the circle and share something about themselves such as their favorite color, food , animal, etc.
• Simon Says: This classic game is a great way for kids to listen and follow instructions. It also helps with problem-solving skills as they have to figure out what Simon is saying.
• Role-Playing: This is a great activity for kids to learn how to resolve conflicts. Have kids act out different scenarios such as sharing toys or taking turns. After each scene, discuss what happened and how the conflict could have been resolved.

Social Problem-solving Activities for Kindergarteners

Kindergarteners are still very young. So, they may need assistance when it comes to social problem-solving skills.

The following activities will give them a chance to practice these skills in a safe and fun environment.

• Cooperative Building: Have the kids work together in small groups to build towers or houses out of blocks or Legos. This activity will help them learn to share, take turns, and cooperate with others.
• Role-Playing: Act out different social situations with puppets or toys. For example, one child can be the customer in a store and the other children can take turns being the salesperson. This activity will help kids learn how to handle different social situations.
• Feelings Matching: Cut out pictures of people with different facial expressions from magazines or newspapers. Ask the kids to match the pictures with the corresponding feeling words (e.g., happy, sad, mad, etc.). This activity will help kids learn to identify and understand different emotions.

Social Problem-solving Activities for School-Aged Kids

As kids get older, they become more independent and are able to handle more complex social situations.

The following activities will help them practice their social problem-solving skills.

• Brainstorming: This activity can be done individually or in a group. Give your child a scenario and have them come up with as many solutions as possible. For example, “Your best friend just cancelled your play date. What are three things you could do?”
• Exercising empathy: It’s important for kids to be able to empathize with others and see things from their perspective. When they’re struggling to solve a problem, help them think about how the other person is feeling. For example, “Your friend might be feeling upset too. Maybe you can talk to her about why she cancelled the play date.
• Problem Solving Games: Games are a fun way to teach children the skills of solving problems. Try playing some classic board games like Chutes and Ladders or Candyland, which require players to make decisions and strategize. There are also many great online games, like Mission to Mars and Robot City, that help kids practice problem-solving.
• Discussing Problem-Solving Skills: As a family, discuss different problem-solving strategies. For example, “If you’re ever feeling overwhelmed or don’t know what to do, take a deep breath and think about what would be the best thing to do in that situation.”
• Model Good Problem-Solving Skills: As a parent, you are your child’s biggest role model. So, it’s important to model good problem-solving skills yourself. Whenever you’re faced with a problem, talk aloud about how you’re going to solve it. For example, “I’m having trouble finding my keys. I think I’ll check the couch first and then look in the car.”
• Encourage positive thinking: Help your child look on the bright side by encouraging them to think of the positive outcomes of a situation. For example, “Even though your play date was cancelled, you now have some free time to do something else you enjoy.
• Practice: It’s important to give kids opportunities to use their problem-solving skills in everyday life. When they’re faced with a social challenge, take a step back and let them try to figure it out on their own. Of course, be there to support them if they need help.

Social Problem-solving Activities for High-School Students 

High-school students often face a variety of social problems. They may have difficulty making friends, fitting in with classmates, or dealing with bullies.

Some students may also struggle with more serious issues, such as gangs, drugs, or violence.

There are a number of activities that can be used to help high-school students with improving their social problem-solving skills. These are as follows:

• Peer Mediation: This activity involves two or more students who are in conflict with each other. The mediator(s) helps the students to communicate with each other and find a resolution to the problem.
• Role-Playing: This is a great activity for helping high-school students to understand different perspectives. Students can take on the role of the person they are in conflict with, and then discuss how they would feel in that situation.
• Problem-Solving Groups: These groups usually consist of 4-6 students who meet to discuss a particular problem. The group leader(s) helps the students to brainstorm solutions and come up with a plan of action.
• Attending Debates: Debates can be a great way for high-school students to learn about different perspectives on social issues. Students can also practice their own argumentative and problem-solving skills by participating in debates.
• Service Learning: This is a type of community service that helps high-school students to understand and address social problems. Students typically work with organizations that focus on issues such as poverty, homelessness, or hunger.

Cultivating Resilience in Children

Developing resilience in children is a key aspect of nurturing their emotional health and equipping them to face life’s challenges head-on. It involves helping them understand that difficulties and setbacks are a normal part of life, and they can grow stronger from overcoming them.

By fostering a secure and loving environment, and by being role models of resilience ourselves, we can instill in children the ability to adapt to change and cope with stress.

One effective method to cultivate resilience in children is by encouraging them to express their feelings and thoughts openly.

Providing a safe space where they feel heard and understood helps them to understand their emotions better, which is a crucial step in resilience building. It’s important to validate their feelings, not minimize them, as it teaches them that it’s normal to experience different emotions, and it’s okay to discuss them.

Another significant way to build resilience is by teaching problem-solving skills. Guiding children through the process of identifying a problem, brainstorming possible solutions, choosing the best one, and reflecting on the outcome can equip them with valuable life skills.

As they practice, they will become more adept at facing challenges, whether big or small, and this boosts their confidence and self-efficacy. The beauty of resilience is that it isn’t an inherent trait; it’s a skill that can be learned and cultivated, one challenge at a time.

Teaching social problem-solving skills can help high-school students learn how to handle these types of situations. These skills can also help them in other areas of their lives, such as dealing with family conflict or managing their emotions.

Through these activities, high-school students can learn important problem-solving skills that will help them in their everyday lives.

There are many different activities that you can do to help your child develop problem-solving skills. Choose activities that are appropriate for your child’s age and interests.

And, most importantly, have fun!

Tips, D. (2022). Developing Problem-Solving Skills for Kids | Strategies & Tips | Kodable Blog. Retrieved 6 June 2022, from https://www.kodable.com/learn/problem-solving-skills-for-kids/

How to Teach Problem-Solving Skills to Children and Preteens. (2022). Retrieved 6 June 2022, from https://biglifejournal.com/blogs/blog/how-teach-problem-solving-strategies-kids-guide#:~:text=Allow%20your%20child%20to%20choose,the%20process%20of%20problem%2Dsolving .

Teaching Kids How to Solve Their Own Problems and Make Good Decisions. (2022). Retrieved 6 June 2022, from https://www.verywellfamily.com/teach-kids-problem-solving-skills-1095015

(2022). Retrieved 6 June 2022, from https://www.werockthespectrumkidsgym.com/social-skills-activities-that-teach-kids-problem-solving/

srivastava, m., & srivastava, m. (2022). 12 Problem-Solving Activities For Toddlers And Preschoolers. Retrieved 6 June 2022, from https://www.momjunction.com/articles/problem-solving-activities-for-toddlers_00795607/

20 Evidence-Based Social Skills Activities and Games for Kids. (2022). Retrieved 6 June 2022, from https://www.positiveaction.net/blog/social-skills-activities-and-games-for-kids

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15 Best Problem Solving Activities: Foster Critical Thinking

1. Rolling Dice

2. build a tower, 3. tic tac toe, 4. scavenger hunt, 6. activity books, 7. board games, 9. human knot, 10. open-ended questions.

Problem solving activities for kids are a great way to teach them how to think critically and creatively, and how to develop a growth mindset . We’re sure you must have also played many educational games as a kid that helped you develop critical thinking or problem-solving- skills you’re using even today. These activities can be tailored to be fun and engaging, and they help kids understand that challenges and difficulties are opportunities to learn and grow instead of things to be feared. 

By providing kids with problem-solving activities, we can give them the tools to develop their problem-solving skills and build the confidence to tackle difficult challenges, which will be valuable to them throughout their life. It will also help them understand that their abilities can be developed with practice and hard work, encouraging them to persevere through difficult tasks and not give up easily when faced with obstacles. If you’re looking for some fun and engaging problem solving activities for children to develop a growth mindset, we have curated a list of activities for you.

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15 Best Problem Solving Activities for Kids

Things you’ll need: A die or dice, some flashcards and a pen

How to do: You can play tons of different games with dice. Playing with two dice encourages kids to quickly add up numbers and learn math in a fun way . One fun game you can play with a single die involves flashcards. For this game, you can assign a category to each number on the die and when the kid rolls the die, they have to name any 3 examples from the category assigned to the number rolled. For example, if number 4 is assigned to animals and it is rolled, they will have to name any 3 animals. 

Things you’ll need: Building blocks, lego, toilet rolls or anything that can be stacked

How to do: If you’re looking for problem solving activities for 5 year olds, this is for you. To play this game, just give the kids anything that can be stacked on top of the other. This can be building blocks, lego, Jenga blocks, toilet rolls, etc. The challenge is to stack one on top of the other and see how high a tower they can build. This game can be played in teams or individually as well. 

Things you’ll need: A tic tac tow board or pen and paper

How to do: This is one of the most exciting problem solving fun activities for students. You can either play this game on a tic tac toe board or on paper. If you’re playing it on paper, draw a table so that you have 9 boxes. Now each player must choose X or O and try to make a continuous row of their chosen symbol. Whoever succeeds wins. 

Things you’ll need: Small toys, stationery items, or anything you want to include in a scavenger hunt

How to do: Assign the teams or individual players specific items they have to find in a defined area. This can be an indoor or outdoor activity for kids . Give them a list of the things they need to find, and you can also give them hints on where to find these things. Whoever or whichever team finds all the things first wins. 

Things you’ll need: A puzzle game

How to do: Get a puzzle set. This can be a regular cardboard puzzle or a wooden puzzle and ask the players or teams to arrange it. You can make this a timed challenge or just let the kids solve the puzzle in their own time and have fun. 

Things you’ll need: Activity books and pencils

How to do: This is one of the best problem solving activities for kids. Activity books are great for children’s problem-solving skills to develop. Buy them activity books containing games like find the element, what’s wrong with the pictures, or hidden picture books. 

Things you’ll need: Board games like Ludo, Snakes and Ladders, Monopoly Junior, and Go Fish

How to do: Give them board games like Ludo, Snakes and Ladders, Monopoly Junior, Go Fish, etc. These board games help kids to develop logic, think deeper, plan ahead and solve problems. 

Things you’ll need: A chalk

How to do: Build a maze with chalk on the sidewalk. Make sure you add a few dead-end ways to make it more challenging for the kids. Once the kid is able to walk through and come out of the maze, take the game to the next level by adding even more dead-end ways and see how they overcome the challenge. 

Things you’ll need: Just a playground or garden

How to do: This is a great group activity for kids that’ll also teach them lots of skills. Ask the kids to form a circle and raise their right arm up. Now ask them to reach out to someone standing opposite to them in the circle and hold their left hand with their left hand. Now ask them to raise their left hands up and repeat the process with their right hands. The objective is to entangle them completely and then ask them to detangle themselves without letting go of anyone’s hands. 

Things you’ll need: Pen and paper 

How to do: Once you’re done with an activity, ask kids open-ended questions. These are questions that have no right or wrong answers. Some examples of such questions are- “Did you find this activity easy?”, “What did you enjoy the most about this activity?”, “How would you make this activity more fun?”, etc. 

11. Wool Web

Things you’ll need: Balls of yarn

How to do: This is one of the most exciting group problem solving classroom activities for kids . Divide the players into equal teams and ask them to form a circle. Hand them over one ball of yarn each and ask them to make a web of it amongst the teams. Set a time limit for this step, and once it is done, switch the webs so that none of the teams has their own webs. Now the teams will decide on one player from each team to be blindfolded. This blindfolded player will have to untangle to web assigned to their team with the help of verbal instructions from their teams. The team that untangles the web first wins. 

12. Fingertip Hula Hoop

Things you’ll need: Hula hoops

How to do: Divide the kids into teams of 6-8 for this game. Each team will stand in a circle and then be asked to raise their hands up. Now, place a hula hoop on top of their fingertips and ask them to bring it down slowly and make it touch the ground without it falling down or leaving the fingertips. The team to finish the task first wins. 

13. Obstacle Course

Things you’ll need: Pillows, blankets, mattresses, cones, balls, chairs, etc. 

How to do: Build an obstacle course indoors or outdoors with whatever you can find. This makes for one of the most engaging problem solving games for kids. Ask your kids to cross the obstacle course as fast as they can. To make it a bit more challenging, you can also ask them to race against each other to cross the obstacle course. 

14. Memory Games

Things you’ll need: Playing cards

How to do: For this fun cards game, place all the cards face down and take turns to turn 2-4 cards. If you are able to open two similar cards (in number), you get to keep the pair. The player with the highest number of cards with them in the end wins.  

15. Impromptu Plays

Things you’ll need: A stage

How to do: This is one of the best problem-solving exercises for kids to play in groups. If you have a large group, divide the kids into teams of 6-8. If the group is smaller, just make the kids stand individually. Now make a few chits on a theme that has questions that form a difficult situation or a challenge. For example, you can put in chits with questions like “You just found your friend cheating in an exam. What do you tell them?” or “Your younger sibling just broke your favorite toy. How do you react?”. Each team must enact a scene that includes the situation their chit has. If the group isn’t that big, each kid must speak about the same chit but have different perspectives. 

Why Are Problem Solving Skills Important for Kids?

Developing problem solving skills is extremely important for kids as it helps them to navigate easily around difficulties later on in life. As adults, we’re faced with challenging situations every day, and without our basic problem-solving skills, we wouldn’t be able to survive.

Problem solving skills also help kids to make effective decisions. It helps them resolve problems all at once without reducing them to smaller problems. Once kids develop problem solving skills, it is easier for them to develop other skills as well like critical thinking, cooperation and collaboration with others.

Having problem solving skills helps kids to become more creative and think differently than others and enables them to become independent. These skills also help kids develop decision-making skills and build their confidence along the way as they take the right decisions.

Frequently Asked Questions (FAQs)

What are the 5 problem solving skills.

The five problem solving skills are identifying the problem, producing possible results that might work, picking one solution from these, applying the chosen solution and evaluating the results.

What are some examples of problem-solving skills in kids?

Some of the problem solving skills in kids are research, creativity, team-building, communication, active listening, decision-making, and analysis. If you find some of these skills in a kid, chances are they’re great at problem solving.

What is problem solving learning?

According to cornell.edu, Problem solving learning is an approach wherein students are asked open-ended questions about a certain topic, and they must resolve and answer  the same in groups.

At what age do children begin problem-solving?

According to a study by Shaffer , kids can start developing basic problem solving skills from the age of three. This further continues to develop as they grow.

What are three problem-solving techniques

According to deakin.edu , the three most basic problem solving techniques are defining the problem, listing out all the possible solutions, and evaluating the options.

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Cognitive Development in 11-13 Year Olds

Children become increasingly competent at adult-style thinking during the "tween" years. learn more..

Around the age of 11 or 12, children learn to think about abstract concepts. They complete what Piaget termed the concrete operational period and enter the formal operation period. The hallmark achievements of concrete operations is that children display logical thinking, can seriate (arrange in a series) without trial and error, are able to conserve number, mass, and volume, and demonstrate a more strategic and methodical approach to problems. 

During the formal operations period, which continues into adulthood, children develop logical thought, deductive reasoning abilities, and improved memory and executive function skills. Suggest some tough deductive problems. While not all people, and not all cultures, achieve formal operations, children become increasingly competent at adult-style thinking as they advance. During the course of formal operations, children learn to use deductive logic, meaning they can be given a general principle which they can apply to a specific situation. For example, if told that objects drop to the ground at the same rate, they will be able to predict the outcome of a marble and tennis ball being dropped. See if your child can use the principals of tic, tac, toe with a  3-D board . Hypothetical reasoning like this allows children to move beyond concrete experiences and begin to think abstractly, reason logically, and draw conclusions. Children in formal operations are able to think like a scientist, devise plans and systematically test solutions. 

Children this age are able to demonstrate abstract thinking. For example, they can understand shades of gray, wrestle with abstract concepts like love or justice, and formulate values based on thinking and analyzing as opposed to only by feeling or experiencing. They are able to classify items by many different features, such as organizing books by height while also grouping them by topic. To foster your child’s logical thinking and categorization abilities, ask her to try this  online game .

During the early teen years, adolescent egocentrism emerges. Adolescent egocentrism is the belief that others are highly invested in and attentive to their appearance and actions (imaginary audience) and that their experiences and emotions are unique and known only to and by them (personal fable). Egocentrism at this age is the root of self-consciousness, and it also fuels the teen’s sense of themselves as uniquely powerful and invincible. While a tween or teen realizes other people have different points of view (in contrast to the preschooler who displays egocentrism), he uses that knowledge to become preoccupied with other people’s perceptions of him. To help balance your child’s sense of being “the only one in the world,” have him spend some time on  this site .

The reasons cited for these changes are many-fold, but recent research from studies at the National Institute of Mental Health (NIH) points to the surge of production of gray matter in the brain before puberty. The majority of the changes take place in the frontal lobe, which is “control center” for executive functions, including the ability to think, plan, maintain short-term memory, organize thoughts, control impulses, problem solve, and execute tasks (try  this  for more on the role of executive function skills on impulse control). Along with these changes, are changes in the way the brain processes rewards and pleasure, intensifying the feeling associated with each. An unfortunate by-product to this shift is an increase in risky, sensation seeking behaviors over the teen years.

Mental development seems to drop off during the teen years, suggesting that less new skill are learned as children integrate what has already been learned. For example, further development of executive function skills mitigates risk-taking behaviors in teens, but such developments occur gradually and are not complete until children are in their mid-20’s. During this time, the pleasure seeking system and the impulse regulation system learn to work together to better coordinate feeling with thinking, allowing better long-term impulse control. 

Memory abilities increase with the onset of formal operations, which is believed to be a result of unproved executive functions and increased experience with particular strategies. For example, if a child successfully uses mental imagery (e.g., visually recalling a book they need to bring to school), the strategy and the experience are linked in long-term memory to be utilized in various situations across time. Similarly, children will use their developing selective attention skills to perform better in important environments, such as school. Being able to focus attention allows children to ignore unimportant information. For example, discarding misleading information in a math problem, or ignoring other conversations while chatting in the cafeteria. Children this age learn to multitask (e.g., talking to someone while playing a video game, kicking a ball while running), a skill that stems from the automaticity of certain skills freeing up the mind to process other information. To practice selective attention abilities, have your child try these online experiments: the  Interactive Stroop Effect Experiment , the  Interactive "Directional Stroop" Effect Experiment , or the  Switchball game . What allows this selective attention to develop? In specific, myelination of the neurons of the brain allows them to fire more quickly, allowing children to more rapidly take in and process information. However, this process, like all others, is a slow one and children may show inconsistent skill over the time it takes to develop. 

Tweens and teens also display strong metacognition skills. Metacognition is the ability to think about thinking. Children display this ability through an awareness of knowledge (children understand what they know and what they still need to learn), an awareness of thinking (they understand the task being tried and are able to select strategies to succeed), and an awareness of thinking strategies (they are able to self-assess, ask themselves questions, revise their thinking, and direct their own learning). Support this development by modeling your own thinking and problem solving aloud! Scaffold their thinking by helping them to notice their own strategies and discovering together if they used words or did not, if they are worth retaining or if new strategies are necessary. Facilitate your child’s metacognitive skills by providing her low risk situations for her to notice her own thinking. Ask your child what strategy she uses to accomplish simple tasks, and then harder tasks. The goal is that she sees similar strategies with more complex tasks. Use this  free app  to talk about and develop strategy (and metalinguistic thinking) in your child.

References:  http://www.nimh.nih.gov/health/publications/the-teen-brain-still-under-construction/complete-index.shtml

Parents' Guide

Developing critical thinking in teens, introduction.

For children aged 13 and older, the development of critical thinking continues to build from the skills acquired and the challenges faced in the first two developmental stages. These skills must continue to be reinforced as the child matures.  

The four basic aspects of critical thinking we examined in the first part of this guide, concerning children aged five to nine , remain relevant, therefore. To review, these were:

Critical thinking based on arguing a point.

Developing self-esteem, the foundation of critical thinking.

Emotional management, a prerequisite for critical thinking.

The social norm of critical thinking.

We also saw new elements come into play between ages 10 and 12 in the acquisition of critical thinking and reasoning skills. These are likewise still important in considering the development of critical thinking in young teenagers:

The development of reasoning skills beyond argument.

Puberty and its implications in terms of interests, self-esteem, and emotional management.

The digital world, via gaming, the internet, and a burgeoning social or pseudo-social life (on social media targeted at young people).

To these concerns are added new set of factors come into play in later adolescence as the cognitive system matures and social life changes. These factors will hugely increase the critical potential of 13 to 15 year olds, while at the same time limiting it in certain respects. These factors are:

The development of formal logic, allowing for more and more complex and abstract lines of reasoning.

New social pressures, including heightened peer pressure and anxieties over social integration. The influences of groups and gangs, which tend to critique the established social order, can also lead to a conformity in attitudes and ways of thinking within the group.

Critical analysis of sources of information and the strengthening of interpretive skills.

Critical thinking in group projects, and as an element of citizenship and social progress .

Beginning at age 13, adolescents can begin to acquire and apply formal logical rules and processes. The rudimentary logic learned at previous stages can now be refined by teaching adolescents some more advanced logical notation and vocabulary, which are outlined in the coming sections. It is important to keep in mind, again, that critical thinking extends far beyond logic, offering tools to apply more broadly to arguments and information encountered in the everyday world.

In the teenage years, social pressures accelerate, and with the internet and social media, these pressures move faster and with more force than ever. As outlined in section two below, critical thinking can prove a valuable resource for teenagers to help cope with these pressures and resist the groupthink that easily emerges in social cliques both online and offline. Critical thinking can also play a role in helping young adults choose and pursue emerging goals, by constructing long-term plans and methods. Finally, critical thinking is an indispensable tool in helping young people understand and analyze the wealth of information sources now bombarding them.

1. Formal Logic

At the age of 13 and older, children can begin to learn the rules of formal logic and further hone their critical thinking skills. whether or not their children are learning these skills in school, parents can help by discussing how to analyze concepts and arguments..

From ages 11 to 12, there gradually develops what Piaget called the formal operational stage . New capabilities at this stage, like deductive (if-then) reasoning and establishing abstract relationships, are generally mastered around ages 15 to 16.

As we saw, by the end of this stage, teenagers, like adults, can use both formal and abstract logic—but only if they have learned the language of logic (“if,” “then,” “therefore,” etc.) and have repeatedly put it to use. Under these circumstances, children learn to extrapolate and make generalizations based on real-life situations. 

Thus, from ages 10 to 12, by stimulating children intellectually—urging them to reflect and establish lines of reasoning—they gradually become able to move beyond a situational logic based on action and observation onto a logic based on rules of deduction independent of the situation at hand.

This ability to manipulate abstract symbols consolidates by around age 15, provided that one has been versed in formal logic.

A and B are two logical propositions, such that A is the opposite of B. From this, we may formally deduce (without reference to  anything concrete) that the proposition P, which states “A or B,” is always true. There are no alternatives, so P fulfills all possibilities. We may also deduce that the proposition P 1 , “A and B,” is always false.  Here, two contradictory propositions cannot both be true. If one is true, the other is false.

These formal operations require both a mature central nervous system and a mature cognitive system. But, since such examples of formal reasoning are detached from everyday life, they require deliberate practice. Even an adult who is out of practice can struggle with formal reasoning.

After working through several examples, parents can help children extract the logical rules behind those examples.

We can present these two rules of logic using more concrete examples, which makes formal reasoning at once more accessible and less intimidating. In concrete form, however, the reasoning will be less easily applied to new situations. 

If proposition A is: “this salmon is farmed,” proposition B (the opposite of A) will be: “this salmon is not farmed.” B could also be expressed  as: “this salmon is wild.” It is easy in this concrete context to see that P, “A or B,” is always true. A salmon must either be farmed or wild. It is also easy to conceive that P 1 , “A and B,” is always false because a salmon cannot be both farmed and wild.

Moving away from situational lines of reasoning allows teens to extrapolate and apply logic to the ever more complex challenges and life events they might encounter as they mature into their young adult years. Without formal logic, young teens and young adults won’t be able to define their formal reasoning abilities to extend past situational deductions and personal life experiences or form larger connections with their surroundings and the human experiences that occur around them everyday.

Once they learn to abstract from concrete examples and express these rules in formal logic, children can form and manipulate logical notation and apply it to a multitude of situations. 

How can we help children from age 13 and older improve their formal logical deduction skills?

We must start by working on these two rules through concrete examples like that of the salmon. After working through several examples, parents can help children extract the logical rules behind those examples. This is the inductive phase: from concrete examples, we extract the common features and express them in a formal rule. 

Next, it will be necessary to prove this rule solely by logical deduction. If we do not do this, we cannot be certain that the rule is valid in every context. Extracting the common features only results in rules which, at this stage, remain merely hypothetical. Only reasoning allows for the generalization of a rule.

Once students have mastered a collection of formal rules, they can be trained to recognize, within a problem or a given context, what rule is applicable. That is, they can take an initial claim (a hypothesis), apply a rule of deduction to it, and arrive at a conclusion.

2. Faulty Reasoning

One important way teenagers can improve their logic and reasoning skills is by using formal definitions. these are necessary for more precise and universal reasoning and can help children identify faulty reasoning., integrating these topic into family discussions can be enormously productive., extension vs. intension.

One idea in formal logic that can be valuable to learn at this age has to do with how concepts are defined. For very young children, categories or concepts are defined according to how they are encountered in everyday life. For example, the general concept of color is determined by all the examples of colors children have come across or imagined. The concept covers all these different experiences. This is called the concept’s “ extension .”

But it is important that children from the age of around 13 start to learn to define concepts not merely according to their extension, but in a formal, scientific manner.

For example, instead of using a definition drawn from experience, students can explain that a color is a perception that our eye, linked to the brain, produces when an electromagnetic wave of a given frequency hits our retina. This definition according to the formal, internal qualities of the concept is called the concept’s “intension.” 

Definition by intension is more complicated, but it allows for the use of the concept in formal reasoning. Therefore, definition by intension gears the child’s mind towards higher-level abstract reasoning. 

For example, if we have to determine whether or not a given entity is a color or not, the intensional definition will offer us formal criteria for making a judgment.

Here’s another example. The prime numbers can be defined formally by intension: they are “the numbers that are only divisible by themselves and one.” If we were to learn only the extension of the term “prime number,” on the other hand, we would only have a list of the numbers that we know are prime.

It is clear that if we only have this definition by extension and we encounter a new, very large number — higher than the largest number on the list we’ve learned—we will have no criteria for knowing whether it’s prime. But if we have the formal definition by intension, we will, with the help of a calculator, be able to determine whether it is only divisible by one and itself and, therefore, prime.

We can’t productively critique the arguments of others if we don’t share their definitions of concepts.

When we are young, we learn about the world through definitions by extension during the course of our interactions with objects and other people. Our brain defines concepts by extension and then extracts the common features to produce a working definition. 

But these definitions are subjective since they depend on our history of encounters with relevant examples. Thus, all of the concepts we have created do not match other people’s concepts precisely, despite being identically named. They depend on the particular experiences we have had.

Yet, towards the ages of 13 to 15, with mathematical and formal logic, it becomes possible to define concepts by intension and, therefore, to share objective meaning with others. Teenagers can enter a world  of shared and precise meanings. This is a prerequisite for the application of precise and formal critical thinking. We can’t productively critique the arguments of others if we don’t share their definitions of concepts.

The formal approach for children aged 13 and up should, then be twofold: formalize the definition of the concepts used and formalize the logical deduction itself. This comes with practice and enhances both children’s capacity to communicate and their critical faculties.

The Concepts of Intension and Extension​

Recognizing faulty reasoning.

As has been discussed in previous sections, developing critical reasoning requires more than simply knowing how to reason formally and contextually. It is also necessary to learn how to recognize flaws in the reasoning of other people who may wish to convince us of their way of thinking, either for narcissistic reasons or to lead us to act to their own advantage.

Such flaws can occur on several levels:

Erroneous rules of logic, leading to false reasoning based on reliable hypotheses.

False hypotheses (starting points for reasoning): even if the reasoning is valid, the conclusion may be false. Certain politicians use this strategy very frequently.

Using a formal rule in a situation to which it does not apply. This often occurs in over-simplified mathematical modeling of complex material, for example when an essay in the humanities is interpreted using only the tools of formal logic. 

These three types of flaws can be worked into family discussions, with the goal of training children to counter weak or manipulative lines of argument. School should not be too heavily relied upon to provide this kind of practice for your children. Already between the ages of 13 and 15, they are able to construct brilliant lines of reasoning, which will prevent them from being tricked by manipulative or intellectually limited people.

Flawed Reasoning​

3. individuation, teenagers have a natural impulse to try to separate themselves from their parents and their backgrounds. a good critical thinking foundation can help ease the transition toward individuality and adulthood. better reasoning can help teenagers cope with their emerging independence and avoid an unthinking rejection of their background., what is individuation.

Individuating and the stages of individuation are concepts developed by renowned analytical psychologist Carl Jung . Jung founded analytic psychology and the concepts of extraverted and introverted personalities, archetypes, and the collective unconscious were also developed by Jung along with the theory of individuation.

In adolescence,  the individuation process heralds the initial stages that a child takes toward  becoming a unique individual, something more than just your parents’ offspring, is a psychological necessity. 

Part of differentiating yourself from the world around you is developing a self-image. It is the only way to avoid fading completely into your surroundings—and ending up in utter conformity, or worse.

Individuation adolescence

Individuation is indispensable to society. In order to sustain itself, society needs diversity. Cultures lacking the social norm of individuation are more fragile. They produce citizens who have identical self-images and behavioral patterns, whereas adapting to change requires diversity, creativity, evolution, and, therefore, critical thinking.

Only very rarely (or not at all) have individuals in these cultures of weak individuation experienced the feelings of crisis and malaise we associate with adolescence. The transition from childhood to adulthood unfolds instead according to so-called “rites of passage.” 

Our civilization has undergone a long and profound evolution through philosophy, science, psychoanalysis, and politics, leading us to a social norm that rejects the idea that the individual in the family, the social group, or the nation, is like a mere cell in an organ. Indeed, everyone has the right and even the “duty” to be reborn by deviating from their origins. 

This is an immense challenge because this act of individuation, this self-creation, arises at a moment when children are not yet able to achieve this “rebirth” autonomously, as they enter an unknown world without even knowing what it will be like. We call this period “adolescence” or even “kidulthood” when it lasts a long time—a growing phenomenon.

Experiencing society predominantly through school or family simultaneously generates pressure to conform and to individualize. It comes as no surprise that this causes some problems.

The desire to be free and independent generates psychological conflict.

What is the process of individuation.

Children have not fully matured intellectually or cognitively when they are confronted with this contradiction. They are, therefore, unable to conceptualize it. This is why, in their behavior and attitudes, children can sometimes bear a closer resemblance to skittish animals than calm self-creators responsible for their own gradual reinvention.

Although unaware of it, children embark upon adolescence through “second-degree” conformity through culture, since adolescence is a societal construct rather than a psycho-behavioral component of puberty. 

Paradoxically, children aged 13 to 15 or older may not experience teenage angst at all, thanks to their critical faculties. In fact, if they feel that their life is fulfilling and stable, they will be able to avoid getting sucked into an alternative world by other children their age. Their youth may pass without them having experienced teen crisis. Instead, they construct their identity reflectively and without drama.  

This, of course, is not typical. The desire to be free and independent generates psychological conflict. The fear and the anxiety associated with this moment of struggle incites rationalizations, thoughts which retrospectively come to explain dissatisfaction, malaise, and rebellion. Every situation that is not comfortable or does not come off successfully, we tend to attribute to our external environment and other people. Consequently, if things are not going well for us—if we are not happy—we tend to blame it on an unjust world.

Parents of teenagers are very familiar with the result: sweeping criticism of everything teens encounter. To the teenager, everyone sucks: parents, teachers, politicians, journalists, and so on. This reaction can generate conflict, but, as is explained in the next section, it also presents a good opportunity for deepening critical faculties.

4. Teenage Negativity

The need to become an individual can often manifest itself in negative and unyielding attitudes. though teenagers’ criticisms and complaints can be unsophisticated, parents should still engage with them. critical reasoning can help make the process of becoming an individual less painful and more productive..

It can be difficult to know how to react to teenagers’ negativity. On the one hand, their attitudes may seem too extreme and unsophisticated to take seriously. On the other, they can be exasperating and even hurtful when directed against the parents themselves. But parents should do their best to avoid being either dismissive or defensive. 

The teenager’s emotional negativity is an extreme version of something we are all prone to indulge in from time to time, no matter how highly we may prize our calmness and understanding. Parents should remind themselves that this negativity is part of a bid to become a fully-fledged autonomous individual with an opinion deserving of recognition and respect. 

Parents can help them reach this goal by taking their teens’ complaints seriously. This doesn’t mean telling them they’re right when they aren’t, but treating them as conversation partners worthy of engagement. Parents can ask their children to substantiate and defend their claims using argument and evidence; challenge their children when they fail to argue well; and compliment them when make good points.

This can be a good opportunity for parents themselves to refresh their ability to put aside emotions and handle a topic fairly and dispassionately. By modeling these kinds of intellectual virtues parents make it more likely that their children will adopt them.

Arguing with teenagers can be fun, especially if they begin to experience the kind of satisfaction that comes out of reasoned debate over complicated issues.

Of course these arguments will not always go smoothly, but over time parents can help bring their children into the critical community. Arguing with teenagers can be fun, especially if they begin to experience the kind of satisfaction that comes out of reasoned debate over complicated issues.

The quest for individuality also manifests itself in a need to create or to win over a new group, a group that can become one’s ideal family. The phenomenon of teenage cliques or gangs—and even radical organizations—arises from this fact. Not being understood or accepted is stifling. We need an escape valve, and so, as social animals, we create or join a group that meets our needs.

Individuation and Belonging

5. sense of belonging in a community, although they may relentlessly criticize society, in so doing teenagers are really showing that they belong to it. parents should help teenagers learn to articulate their dissatisfaction and develop a sense of belonging. . critical thinking can help them reconcile their desire for independence with the value of tradition and belonging to society., what it means to belong.

Belonging means acceptance into a larger whole, society, community, or organization. It’s a fairly common experience that occurs at many levels of life from the familial unit, to work, to school, to the society as a whole.

From the age of 12 to 13, in order for children to be able to articulate their disagreements with the status quo, they must develop their critical reasoning skills. As adults, we must, again, engage with these critiques if they are well-founded. This shows children that rejecting their endeavors is not the automatic response. This makes them feel valued and capable of exercising autonomous thought which can, moreover, influence adults.

In this way, critical thinking also — perhaps unexpectedly — makes it easier for children to accept at least a part of the cultural heritage that is offered to or imposed on them by language, upbringing, and custom. 

Allowing a teenager to convince others through argument and logical inference makes them feel more able to become an individual without breaking away from the group—a rebellion-free evolution. If they are allowed to articulate their dissent, they may even find school or home life less stifling than social life in a peer group where they are constantly pressured to conform. Encouraging this kind of critical thinking also protects them from negative influences (cults, crime, etc.), since their critical toolkit allows them to stay lucid when faced with wild, dangerous speech and behavior (alcohol, drugs, etc.).

From as early an age as possible, learning how to argue and reason critically using one’s capacities for inference allows for a balance in adolescence between individualization and an acceptance of heritage. 

Indeed, the need to distinguish oneself and to proclaim one’s individuality is always met by membership in a group — now often with the help of social media. This need is only met if these groups are not as prescriptive and stifling as the society from which the child is trying to escape and if they do not cause harm. 

Part of critical reasoning is the development of the capacity to question environmental, familial, and social norms and prescriptions. But this requires competence in a universal language made up of inferential logic and the art of arguing,  which comes from the critiqued society. Critical reasoning itself thus serves as lasting proof that one remains a part of that society. In the very act of distinguishing themselves from the pack, teenagers show they belong.

Critical reasoning anchors children in reality, allowing them to achieve individuality in their own unique way. Parents can help by supporting their children’s projects and encouraging them to engage with the world around them.

Building a sense of belonging.

Cultural heritage—including language, law, food, art, manners and customs, traditions, and scientific knowledge—represents an incredible resource that is at once imposed and offered. Teaching children critical thinking and reasoning means that they will not simply dismiss this priceless treasure in its entirety even though they will partially free themselves from it. Critical reasoning makes the process of individualization less violent and painful for both children and parents, thanks to the balance between the assimilation of culture and a healthy questioning of it.

In other words, critical reasoning—expressed through argumentative and logical know-how and rooted in self-esteem and love—anchors children in reality, allowing them to achieve individuality in their own unique way. Parents can help by supporting their children’s projects and encouraging them to engage with the world around them.

Cognitive faculties participate, in this way, in the psychological make-up of children. Critical reasoning has a twofold power: it is both integrator and liberator. It alerts us to the ways our culture forms us and helps us partly to overcome it. It is a fundamental pillar of our citizenship, on a national and global scale. 

Benefits of sense of belonging

Critical reasoning serves as proof to children that they are listened to and that they are the primary drivers of their own destinies. Subsequently, they are predisposed to put their faith in the future and in others. They become psychologically and intellectually equipped to imagine a future with other people, in which they undertake communal projects and attain important goals.

6. Analyzing Sources

Teenagers need support  to cope with and analyze disinformation and deception online. they should work on developing critical reading and browsing habits and learn to identify different kinds of deceptive reasoning. families can practice analyzing false or misleading information together. .

By the age of 13, young people likely already have significant experience navigating the internet. They have all made extensive use of a variety of websites in order to find answers to their questions or to help with papers and schoolwork.

The internet has democratized the transmission of information, allowing anyone and everyone to put forward their ideas, opinions, or hypotheses on multiple online platforms. People usually post things online in an affirmative style which presents any given statement, no matter how dubious or speculative, as a well-known fact.  

People’s personal blogs, companies’ promotional lifestyle websites, and free encyclopedias all feature articles on complex subjects, almost always with content that has not been vetted by any experts,  whose critical thinking skills and reasoning would be invaluable.

It seems that everyone—or almost everyone—has the tendency to grant at least some level of truth to everything they find online, especially if the site looks credible and its language is elegant. The same gullibility often applies to what we see on television or read in newspapers.

It is important to make young people aware of the phenomenon of “fake news” and to give them concrete proof of the great deal of false—even outrageous—information online. 

For example, it is possible to find videos claiming to prove that NASA’s moon landing was staged . Debunking these types of conspiracy theories, with the help of parents and educators, can be a useful exercise for students. As can discussing what makes certain sources reliable or unreliable.

For example, students could be shown a factual documentary on the moon landing and a video claiming the moon landing was faked and then asked to work out which one is false

In order to do this, they must use their logical knowledge to see if any false presumptions have been made. They must also ask themselves who made and commented in the videos. What is this person’s reputation? What are their professional qualifications? Has the document’s credibility been discussed in any forums?

Debunking these types of conspiracy theories, with the help of parents and educators, can be a useful exercise for students.

In analyzing these and similar sources, we will arrive at one of five possible situations:

An author has good intentions but his or her reasoning is flawed. The author draws unsubstantiated conclusions from trustworthy information. For example, we have proof that certain particles came out of thin air and did not evolve from anything. Some wrongly conclude that this proves the existence of God, since only God could create something from nothing. This information is true, but the reasoning is false, and the conclusion therefore does not follow. The solution involves the relationship between energy and mass in the equation E = mc 2 . In empty space, even the smallest amount of heat can cause spontaneous conversions of pure energy into matter.

An author has good intentions and reasons well, but uses false information. Here, the author can come to false conclusions, even if he or she reasons impeccably. For example, one could conclude that the acceleration of an object, induced by gravitational force, is dependent on its mass because if one drops a rock and a feather from a balcony, the rock will hit the ground before the feather. Here, the problem lies with the initial information, which is erroneous because it does not take the role of air resistance into account. The observation on which the argument is based is thus incorrect in this case, as is the conclusion. In reality, in a vacuum, the feather and the rock would reach the ground at exactly the same time.

It could be that the hypotheses and baseline observations, as well as the arguments drawn from it, are all incorrect. A false conclusion is likely to result.

Authors could be giving out false information intentionally with the aim of selling a product; harming another individual, group, or country; spreading a rumor to make themselves feel important; or sadistically causing mental anguish to others for their own enjoyment.

An author intends to get a point across by using an argument which appears to comply with logical reasoning but which actually contains one or more inferential leaps , deliberately introduced in order to prove that the conclusion is objective because it stems from rigorous thinking. Sophistry and paralogisms arise from this sort of trickery.

It is very important to expose adolescents to these five possible kinds of lies or deception, as well as to reflect on how to identify them by analyzing authors’ arguments and questioning the hypotheses or observations at the root of their arguments and their likely intentions, given the message’s context. For example, in an advertising context, we can understand that car manufacturers might benefit from lying about the amount of pollution produced by the vehicle they sell.

Nasreddin’s Sophisms

Paralogisms, 7. the critical mind, genuine critical thinking requires background knowledge. parents should help their children acquire broad and deep knowledge so they have the confidence and ability to call sources into question and avoid an unreflective acceptance of authority..

General knowledge is also a powerful tool for staying critical and skeptical in the face of this influx of information. It allows one to reconcile information and to check whether new data seems consistent with what they already know.

For example, if one were trying to evaluate arguments about how to address the recession caused by the 2008 global financial crisis, it would be useful to know the history of efforts to boost economic growth through government spending,  especially those undertaken during the Great Depression of the 1930s . Citizens versed in this history will be far better equipped to evaluate and criticize the proposals put forward by politicians and economists in their own time.

Having general knowledge also means that one does not hold even the most reliable sources sacred, knowing that careful thought often undermines received wisdom.

For example, Einstein’s theory of general relativity called Newton’s law of universal gravitation into question, even though Newton’s law had apparently been confirmed by a wealth of experiments and observations. Einstein’s general knowledge and his independent way of thinking allowed him to postulate that gravity was not simply a force but a warping of space-time in the vicinity of stars. Since then, independent observational astronomical predictions have always supported the theory of general relativity.

Treating certain sources as sacred can be as dangerous as uncritically accepting everything that comes from the internet or elsewhere. The same phenomenon is involved when religious texts are interpreted as legitimizing violence or intolerance.

The interpretation—as well as the cultural, social, geographical, and historical contextualization—of a piece of information is indispensable to the formation of a critical mind. But critical thinking is difficult. It takes training, as well as background knowledge, to determine the reliability of a source, and this determination can never be definitive or certain.

These examples show that if we are responsible for educating adolescents on the verification of sources, we must be careful not to give permanent, definitive credit to any piece of information or knowledge, even if it comes from a seemingly very reliable source. Critical thinking, provided that it does not lead to permanent doubt or paranoia, is truly a way of life, facilitating progress and freedom.

Fact-Checking

Verifying sources, 8. critical thinking and progress, critical thinking can help children not only learn to analyze the world around them, but act to try to change it. good critical thinking can foster productive interests, deeper engagement with social problems, and the attitudes of good citizenship. in this way critical thinking is vital to social progress..

A goal (or a project or “dream”) is the meeting of, on the one hand, an idea born out of a need or desire and, on the other, a method—an “algorithm” for bringing the idea into reality. But these two dimensions to every goal are, in fact, two sides of the same coin, two facets of creativity. 

As we have seen, the spark for critical thinking comes from self-esteem and unconditional love. This energy is indispensable to living with both a sense of joy and, at the same time, a continual dissatisfaction with the status quo. Taking joy in life is necessary to prevent this dissatisfaction from degenerating into depression or other pathologies. This joy provides the energy needed to turn dissatisfaction into ideas and dreams of change. 

But in order for an idea to turn into a project capable of changing the world, both a methodology and logical, communicative rigor are required. These allow a large number of people to understand a problem in the same terms and gear themselves toward the same objectives. Without these tools, efforts at problem-solving tend to devolve into emotionalism or factionalism.

Methodological rigor is rooted in critical reasoning. 

An education in critical thinking and reasoning is the best way to ensure a child can access goal-oriented thinking. A goal, much like the kind of formal logic we can exercise from the ages of 13 to 15, transforms the possible into the tangible. 

Goal-oriented thinking leads children in their adolescence to join or set up active groups or associations. Activity in such groups requires skills in both logic and communication, and it tends to support their further development. It pushes those undertaking such projects to strike a balance between asserting themselves and listening to others—between critiquing and taking what others say on board. 

In this sens e, critical thinking and the drive it inspires to undertake projects can be a kind of citizenship training. To rigorously and plainly critique a complex system (whether it be political, scientific, or philosophical, theological) is always to act as a citizen. It is beneficial to all.

Critical thinking not only enables students to reach their intellectual potential; it can also help them find purpose and, through purpose, happiness.

In this way critical thinking not only enables students to reach their intellectual potential; it can also help them find purpose and, through purpose, happiness. And, ultimately, it can help foster progress and social cohesion through cooperative action.

These links between critical thinking, undertaking projects, and citizenship should further encourage parents and educators to guide children toward this spirit of joyful dissatisfaction, as well as toward logical reasoning and the art of arguing.

If this mindset is acquired, teenagers won’t need pressure from above to take action as citizens or to participate in projects for social change that are bigger than themselves. There always lies the risk that when parents mandate this kind of participation as a kind of chore, children will reject it out of principle.

Instead of hoping their children will swallow whole what is offered them, parents should encourage them to seek the truth —to learn to reason and argue. Those around them, and society as a whole, will benefit from their skills, their independence, and their spirit.

Case Study 1

The concepts of intension and extension.

B eginning at around 13, students can begin formalizing their reasoning using intensional definitions. These formal definitions, which are internal to concepts themselves, rather than drawn from experience, can open up new avenues for reasoning and lead to new kinds of arguments. 

Consider the following scenario:

During a presidential election campaign, 14-year-old Lea defends a candidate who, in her eyes, is the only one worth voting for. She explains her candidate’s platform to her friends around the table at lunch in the school cafeteria and says how she wishes she already had the right to vote and that she begged her parents to vote on her behalf.

Lea’s arguments seem to have convinced her friends, but Anna, sitting at one end of the table, interjects: ″Who cares? As my parents say, all presidents are liars! I’m never going to vote.”

The other girls and boys present agree loudly. A surprised Lea tries to think of a comeback, but can’t think of what to say.

The bell rings. Everyone gets up to go back to class.

When she gets home after school, Lea tells her mother about the scene at lunch and asks her opinion: ″What would you have said to Anna?”

If you were Lea’s mother, how would you have replied? How can you use reason to respond to Anna’s argument, which seems to be an argument from authority ?

There are two ways to determine whether all presidents are liars or not:

Extensional method: Research the history of presidential elections, and compare the promises made by candidates to their actions after being elected. This method will allow you to determine whether all presidents over the course of history have lied. Perhaps they all have lied. But even in this case, Anna’s argument would be valid but only up to the present day , since one cannot predict the future and, therefore, what a new president will do. Perhaps Lea could then defend her favored candidate by arguing that, once elected, he or she will be different.

Intensional method: Research political science and show that the electoral system and certain institutions pressure candidates to lie in order to get elected and that this is considered the “rules of the game.” If this can be demonstrated, it would be a valid pattern for the past and the future. In this hypothesis, Anna’s argument will be valid for the present and the future (so long as the same institutions remain in effect). Notice, however, that this method gives Lea an opportunity for more subtle reasoning. All presidents may end up making false promises or misleading the public on certain points, but we can distinguish between deliberate, malicious lies and those that arise from the pressures of the office. This would allow her to poke holes in Anna’s rationale for not voting, since certain candidates may still be more honest than others.

Case Study 2

Flawed reasoning.

Use these examples of flawed reasoning to introduce logical vocabulary and help your children identify flawed reasoning  and how to identify flaws in an argument.. More definitions and basic concepts can be found here .

The examples are based on famous example of deductive reasoning attributed to Aristotle. In the exercises, Aristotle’s example is distorted in various ways, either using false information or faulty reasoning. Challenge your children to identify exactly why these arguments fail. 

Here are some definitions of the terms used below: 

Premises are the statements or information on which an argument is based (in these cases, the first two lines). 

The conclusion (the third line in these examples) is the statement drawn from the premises.

When an argument is valid , that means its conclusion follows logically from its premises.

When an argument is sound , that means it is both valid and based on premises that are true, meaning its conclusion is also true.

These examples can help students to break up reasoning into logical steps, make the logical steps of an argument explicit to themselves, and identify where reasoning breaks down. Critical thinking must enable us to detect logical errors and to recognize whether they lead us to false conclusions. Notice, however, that flawed reasoning does not guarantee a false conclusion. 

Aristotle’s Reasoning

“All human beings are mortal. Socrates is a human being. Therefore, Socrates is mortal.”

The premises are true, the reasoning is valid, and the conclusion is, as a result, true.

All human beings are women. Socrates is a human being. Therefore, Socrates is a woman.

One of the premises is false, the reasoning is valid, but the conclusion is false.

Half the human race is female. Socrates is a human being. Therefore, Socrates is female.

The premises are true, but the reasoning is invalid, and the conclusion is false.

Half the human race is male. Socrates is a human being. Therefore, Socrates is male.

The premises are true, the reasoning is invalid, but the conclusion is true.

Case Study 3

Peer pressure emerges in adolescent social groups as children attempt to assert independence from their parents and build their own identity through involvement in peer groups. This can lead to a number of paradoxical problems as children are pulled between an emerging sense of self and a need to belong. Even as their children seek to separate, parents can offer them help and support in working through some of these conflicts. 

Consider this scenario:

Twelve-year-old David has just entered sixth grade at a big middle school in the city. He is a bit lost and finds a group of boys his age to spend time with during class and at recess. They all get to know each other over the next few weeks.

At the end of October, one of the boys suggests that they draw a big skull and crossbones on their backpacks in permanent marker to show that they belong to the group. Within a few days, all of the boys in the group have proudly drawn a skull and crossbones onto the front of their backpacks— everyone, that is, except David. He really likes his backpack. He picked it out himself and his parents bought it for him for the new school year. Furthermore, he has never had an affinity for skeletons, and skulls and crossbones hold no special meaning for him.

When the group reunites in the playground one Friday morning, one of the boys goes over to David and threatens him, saying, “If you don’t draw a skull and crossbones on your backpack, you’re out of the group!” The other children back the mean kid up.

Over the weekend, David is faced with a dilemma. He can either keep his backpack the way he likes it, even if that means being excluded from the group, or draw a skull and crossbones on it to show that he belongs to the group.

On Sunday night, he decides to talk to his parents about the situation. If you were in their place, what advice would you give him?

At dinner, his father offers him some advice:

″David, you shouldn’t see this as a problem with only two solutions. Just tell your friends that you don’t like either option and that you have another idea.”

″That won’t work. They told me that it had to be one way or the other,” replies David.

″Well, you should at least give it a try,” suggests his mother. “Tell them that you really like being part of the group and that you like them as friends, but that you don’t want to ruin your new backpack by drawing on it. Tell them that, in a group, everyone should have their freedom and that you shouldn’t have to do the same thing as everyone else all the time. Ask them to let you stay in their group, which means a lot to you, without having to do something you don’t want to. That’s a third solution.”

In this situation, the group of boys want David to show he’s part of the group by adopting a common code. David is under pressure to comply and must make a decision. The easiest solution for David would be to succumb to peer pressure. He could also stand his ground and refuse, but this would probably cause him pain since he would have to deal with the group’s disapproval and possible exclusion.

The group does not tolerate non-conformity since it threatens its existence. Eventually, however, resisting peer pressure could play in David’s favor, as his show of independence could earn him the respect of the other group members and thereby bolster his self-esteem.

There is no ″right decision.” Everything depends on David’s level of self-esteem, which will determine his capacity to stand firm in the face of the consequences of his choices.

Case Study 4

Nasreddin, a very famous figure in the Arab Muslim world, was the author of often absurd stories. Families enjoy reading his stories together and refuting his biased reasoning, which is designed to sharpen our critical thinking skills and ability to foil sophistry. Identifying the flaws in Nasreddin’s reasoning is a useful logic game and a good way to introduce logical concepts. Challenge your children to show where Nasreddin goes wrong, and come up with equivalent examples from current events or everyday life that involve the same flawed reasoning.

Very early one morning, Nasreddin was up sowing salt all around his house.

“What on earth are you doing with all that salt, Nasreddin?” asked his neighbor.

“I’m putting it around my house to ward off tigers.”

“But there aren’t any tigers here.”

“Well then, that’s proof that the salt worked!”

The Moon and the Sun

One day, Nasreddin was asked:

“Tell us, Nasreddin, which is more important: the sun or the moon?”

“The moon, of course,” he replied immediately.

“Because the moon appears at night, and that’s when we need light most.”

The Power of Age

Nasreddin arrived at a café one day, looking proud and happy.

“Hey, Nasreddin,” his friends called to him. “You look as if you’ve just found treasure.”

“Even better, even better,” he replied. “I am 70 and I have just discovered that I am still as strong as I was when I was 20.”

“And how did you discover that?”

“Simple! You see that huge rock in front of my house? Well, when I was 20, I couldn’t move it.

“Today, I tried again and I still can’t move it, just like when I was 20.”

Case Study 5

Paralogisms are fallacious arguments that appeal to evidence that is misleading, partial, or irrelevant.  Below are some of the main strategies deployed in paralogisms. Ask you children to explain how the statements distort the facts or attempt to deceptively influence an audience. Use the paralogism examples as a starting point for discussing other examples in public life, advertising, or everyday conversation.

Paralogism Exercise #1

Spot the paralogisms in the following statements and explain why the reasoning is flawed. 

″If smoking were bad for your health, it would be banned. Smoking is not banned. Therefore, smoking is not bad for your health.”

″If I am sick, I go see the doctor. I am not going to see the doctor. Therefore, I am not sick.”

″Intensive farming allows us to feed all human beings. Organic farming is not intensive farming. Therefore, organic farming will not allow us to feed all human beings.”

Paralogism Exercise #2

Three false dilemmas are presented below. Why are these apparent dilemmas not real dilemmas?

A close friend who is going to jump into a freezing lake on New Year’s Eve says, “A real friend wouldn’t let me do this alone.”

The night before election day, a candidate for office says, “It’s me or chaos.”

A slogan in an advertisement for Sneakie sports shoes reads, “Cool people wear Sneakies.”

Paralogism Exercise #3

Often biased or flawed reasoning uses false generalizations. How can we contradict the following statements?

Upon hearing that a  politician is being investigated for tax fraud: “See? All politicians are corrupt.”

“Hypnosis works for giving up smoking. My brother managed to quit that way.”

“Social media is the best way to find love. Several of my friends met their partners that way.”

Paralogism Exercise #4

Beware of an “argument from authority,” especially those circulating online.

″Many scientists dispute the global warming phenomenon.” Who are these “scientists”? On which scientific studies have they based their opinions? Do they have personal, political, or economic connections with people or organizations that could benefit from challenging global warming? It is important to ask oneself all of these questions before accepting an argument.

Paralogism Exercise #5

Arguments based on numbers:

″This singer’s video already has 500,000 views online.”  What does this say about the quality of their music?

″X93 – the latest phone, already owned by 2,000,000 people worldwide.”  Does this mean that this device would suit my needs? Is this an indicator of its quality?

Paralogism Exercise #6

Arguments based on fear:

″You say that you’re against the death penalty, but murder will be much more common if we abolish it as a deterrent.”

Case Study 6

Several media companies offer fact-checking services. It is beneficial to consult them with teenagers and to pose questions about the ways in which media can distort the truth. These services can offer insight into the techniques various organizations and bad actors use to deceive audiences, as well as into the bias that can skew the information put out by various news organizations. Discussing these examples with your children get help raise awareness of the various ploys used to manipulate readers and viewers, and help them hone their analytical and critical skills.

Here are links to some trustworthy fact-checking sites: Politifact   |   Snopes  |    FactCheck.org  |    Poynter Institute

Examining the false stories fact-checked by these organization can be a helpful exercise. Here is an example of a false story fact-checked by Snopes:

Understanding examples like these can give students insight into techniques fake news sites use to hook and deceive an audience. Here, for example, the violent image may grab viewers’ attention and cause them to let their critical guard now. Attaching the fake story to a genuine news item (Samsung’s smartphone recall) also makes readers more likely to believe and share the false story, since it appears like a development in an ongoing story.

Student’s can also learn from the fact-checkers’ analysis. Here, they track down the original photos to show how the fake site has repurposed them, and they dig into the website reputation and background.

Researchers Sam Wineburg and Sarah McGrew recommend teaching students to navigate the internet more like fact-checkers. Students, they write, tend to “read vertically , evaluating online articles as if they were printed news stories.” Fact checkers, on the other hand, “read laterally , jumping off the original page, opening up a new tab, Googling the name of the organization or its president.”

Fact-checkers, Wineburg and McGrew write, are also less inclined to trust a website’s own description of its mission. They look for outside evidence from multiple sources to confirm or refute the website’s claims. And they don’t get hooked by enticing language or images, instead reading through a whole page of search results or information before deciding reflectively what links to follow or where else to look.

Finding good information online — and steering clear of bad information—are skills that can be taught and learned. They are increasingly vital at a time where multiple interests are leveraging the internet to attempt to monopolize our attention and shape our beliefs.

Case Study 7

Young people receive information from everywhere (social media, emails, texts, newspapers, television, online videos). Given the wealth of information coming in, much of it coming through or recommended by friends whose judgment and endorsement we are inclined to trust, it is easy to passively accept what we see or read. Young people should learn through examples how to resist this tendency and how to conduct thorough analyses of the media they are exposed to everyday.

It is important for parents to accompany them in conducting this sort of analysis so they can teach them how to critically evaluate these sources of information and how to avoid being misled. Below is a set of questions that you can apply to news sources with your children. They can be applied to any media source (the internet, printed media, TV/radio, etc.). We’ve divided these sets of questions into two sections: questioning the source and questioning the content.

1. Questioning the Source

• What is the source? Is it reliable? 

It is often possible to cast doubt on a source simply by looking at surface features. There are numerous fake news websites with unusual names or URLs (like, for example, worldnewsdailyreport.com) that should tip readers off to their unreliability. In addition, if a website looks poorly designed and managed, contains typos or formatting errors, this is also an important indicator that it is likely unreliable, if not intentionally false. Fake news also may also come under more plausible publication names, like, for example, the “Denver Guardian,” and with more convincing design. A simple internet search can usually bring up information from credible sources alerting the reader to the fraudulent nature of the source. Here is a list of unreliable news sources from Factcheck.org. With your child, practice determining the reliability of different kinds of information.

Who owns the source? Is the content sponsored?

When evaluating a source, it is also possible to do research into details about the source, such as who owns the source or who is funding the content or supporting it via advertising. It is often possible this way to identify potential biases or attempts to influence readers that may not be immediately clear at a first reading. Reliable sources may also sell space in their publications or websites to sponsors, who have obvious interests in what information is presented and the slant with which it is presented. See for example this “ China Daily ” paid post in the New York Times, which is placed on the Times website by Chinese state media. Exploring how and why information like this is presented can be a good learning experience. It is also useful to discuss how sponsored content is marked on this and other websites.

• Who is the author of the content? What are their credentials? What possible biases may they have?

In addition to asking questions about publications, it is important to know who has written a given article or op-ed , what their reasons for doing so may be, and what expertise they have in the given area. Doing so can help determine the reliability of the information offered, the possible slants or biases with which the information is presented, and any financial or other interest the writer may have in the matter discussed. Most reliable websites will offer at least some of an opinion writer’s background, but an internet search can often return more detailed information. It is also important to help students recognize that an editorial author’s potential biases do not necessarily render the content absolutely unreliable. Critical thinking should not lead to knee-jerk rejection of all potentially biased opinions. Rather, a fair-minded independent thinker takes potential bias into account in evaluating content, weighing it along with other factors, like the strength of the argument and the evidence put forward.

2. Questioning the Content

• What type of content is being offered? What is the issue under discussion?

Before we embark on an analysis of the content of a given source, it is important to identify what type of content is being offered. The way we approach analyzing an advertisement will be very different from the way we analyze a news story or an opinion piece. It’s also important that students be able to identify when a particular source is purposefully blurring the lines between categories. For example, so-called “advertorials” can disguise advertising or promotion in the guise of opinion pieces or feature articles. News stories may likewise present information in a particular misleading or biased manner, trying to persuade the reader of something, but without making it clear that they are actually offering an opinion, not simply news.

• What sources are drawn on for the information or argument given? Are they reliable?

Even when we are satisfied that a source we are reading is generally reliable, it is worthwhile to pay attention to its own sources of information. If a particular piece of content cites facts without providing sources there is good reason to question the information. Moreover, students should get in the habit of following links and citations to verify that the secondary information comes from a reliable source and that the original content is characterizing it accurately.

• What are the main arguments being offered? Are they strong and sound? Are they consistent with each other?

Media sources use a variety of means to try to convince the audience of a particular point or point of view. It is important to train ourselves to be conscious of what these means are and whether they are valid. If an article or video simply relies on emotional reactions or strong images to prove its point, without trying to put forward an argument, we should be skeptical. On the other hand, if there is an argument presented, we should begin training children to break it down and analyze it. Parents and their children can practice breaking down the argument into premises and conclusions, evaluating whether the evidence for the premises is strong and the conclusions follow rationally from them.

• How might one argue against the position put forward?

Another important exercise to carry out, even if you generally agree with a position put forward, is to ask how it might be opposed. This can help identify weak points in the argument and show where evidence, even if it’s reliable, may not fully support the point of view being put forward. To this end, it can be helpful to research articles with opposing points of view, but which rely on the same set of facts. Discuss the merits of each article and how you would argue for and against each of them. 

Complete the quiz to review important points in the guide.

• The stage when children are able to study calculus and other college-level math.
• The stage when children begin arguing more persuasively.
• The stage when children start dressing more elegantly.
• The stage when children can begin to grasp and manipulate abstract ideas.
• Parents can go over children’s essays and other schoolwork closely and dispute their reasoning.
• Parents can discuss logical fallacies in popular media or current events with their children.
• Parents can work on improving their own understanding of logic.
• Parents can use everyday examples to demonstrate the meanings of terms like proposition, contradiction, and validity.
• Parents can enroll their children in college exam prep courses as early as possible.
• The intension is how the concept is used; the extension is a formal definition of the concept.
• The intension is a narrow definition of the concept; the extension is a broader definition.
• The intension is a formal definition of the concept; the extension is a group of examples coming under the concept.
• The intension is the role a concept plays in logic; the extension is its role in everyday life.
• As crtical thinkers, they will be more likely to concentrate on their studies and ignore social life and their own individuality.
• Critical thinking allows them to react thoughtfully to social pressure and assert their independence from friend groups when appropriate.
• Critical thinking gives them tools to show their superiority to their peers and gain social esteem.
• As critical thinkers, they will be better equipped to manipulate other people and make their way to the top of social circles.
• Bring in a teacher or other adult authority figure to mediate. The parent-child relationship is too emotionally charged for productive arguments.
• Engage them in arguments and challenge them to improve their criticisms (if they’re warranted). They’ll learn to argue with more moderation and subtlety.
• Get into shouting matches with them. They need to see that their mistakes have consequences.
• Walk away. Teenagers need to learn that overheated opinions and conversations will get them nowhere.
• Was the author educated at a prestigious college?
• Who owns the source? Or who is supporting the content? What interests might they have?
• Does the content’s impact rely on emotional language or sensationalistic images?
• What do other reliable sources say about the issue under discussion?
• Is the content meant to be news or opinion?
• The study of planetary orbits
• The merging of two arguments into one
• A convincing counterargument
• A deceptive or misleading argument

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How to Teach Kids Problem-Solving Skills

KidStock / Blend Images / Getty Images

• Steps to Follow
• Allow Consequences

Whether your child can't find their math homework or has forgotten their lunch, good problem-solving skills are the key to helping them manage their life. 

A 2010 study published in Behaviour Research and Therapy found that kids who lack problem-solving skills may be at a higher risk of depression and suicidality.   Additionally, the researchers found that teaching a child problem-solving skills can improve mental health . 

You can begin teaching basic problem-solving skills during preschool and help your child sharpen their skills into high school and beyond.

Why Problem-Solving Skills Matter

Kids face a variety of problems every day, ranging from academic difficulties to problems on the sports field. Yet few of them have a formula for solving those problems.

Kids who lack problem-solving skills may avoid taking action when faced with a problem.

Rather than put their energy into solving the problem, they may invest their time in avoiding the issue.   That's why many kids fall behind in school or struggle to maintain friendships .

Other kids who lack problem-solving skills spring into action without recognizing their choices. A child may hit a peer who cuts in front of them in line because they are not sure what else to do.  

Or, they may walk out of class when they are being teased because they can't think of any other ways to make it stop. Those impulsive choices may create even bigger problems in the long run.

The 5 Steps of Problem-Solving

Kids who feel overwhelmed or hopeless often won't attempt to address a problem. But when you give them a clear formula for solving problems, they'll feel more confident in their ability to try. Here are the steps to problem-solving:  

• Identify the problem . Just stating the problem out loud can make a big difference for kids who are feeling stuck. Help your child state the problem, such as, "You don't have anyone to play with at recess," or "You aren't sure if you should take the advanced math class." 
• Develop at least five possible solutions . Brainstorm possible ways to solve the problem. Emphasize that all the solutions don't necessarily need to be good ideas (at least not at this point). Help your child develop solutions if they are struggling to come up with ideas. Even a silly answer or far-fetched idea is a possible solution. The key is to help them see that with a little creativity, they can find many different potential solutions.
• Identify the pros and cons of each solution . Help your child identify potential positive and negative consequences for each potential solution they identified. 
• Pick a solution. Once your child has evaluated the possible positive and negative outcomes, encourage them to pick a solution.
• Test it out . Tell them to try a solution and see what happens. If it doesn't work out, they can always try another solution from the list that they developed in step two. 

Practice Solving Problems

When problems arise, don’t rush to solve your child’s problems for them. Instead, help them walk through the problem-solving steps. Offer guidance when they need assistance, but encourage them to solve problems on their own. If they are unable to come up with a solution, step in and help them think of some. But don't automatically tell them what to do. 

When you encounter behavioral issues, use a problem-solving approach. Sit down together and say, "You've been having difficulty getting your homework done lately. Let's problem-solve this together." You might still need to offer a consequence for misbehavior, but make it clear that you're invested in looking for a solution so they can do better next time. 

Use a problem-solving approach to help your child become more independent.

If they forgot to pack their soccer cleats for practice, ask, "What can we do to make sure this doesn't happen again?" Let them try to develop some solutions on their own.

Kids often develop creative solutions. So they might say, "I'll write a note and stick it on my door so I'll remember to pack them before I leave," or "I'll pack my bag the night before and I'll keep a checklist to remind me what needs to go in my bag." 

Provide plenty of praise when your child practices their problem-solving skills.  

Allow for Natural Consequences

Natural consequences  may also teach problem-solving skills. So when it's appropriate, allow your child to face the natural consequences of their action. Just make sure it's safe to do so. 

For example, let your teenager spend all of their money during the first 10 minutes you're at an amusement park if that's what they want. Then, let them go for the rest of the day without any spending money.

This can lead to a discussion about problem-solving to help them make a better choice next time. Consider these natural consequences as a teachable moment to help work together on problem-solving.

Becker-Weidman EG, Jacobs RH, Reinecke MA, Silva SG, March JS. Social problem-solving among adolescents treated for depression . Behav Res Ther . 2010;48(1):11-18. doi:10.1016/j.brat.2009.08.006

Pakarinen E, Kiuru N, Lerkkanen M-K, Poikkeus A-M, Ahonen T, Nurmi J-E. Instructional support predicts childrens task avoidance in kindergarten .  Early Child Res Q . 2011;26(3):376-386. doi:10.1016/j.ecresq.2010.11.003

Schell A, Albers L, von Kries R, Hillenbrand C, Hennemann T. Preventing behavioral disorders via supporting social and emotional competence at preschool age .  Dtsch Arztebl Int . 2015;112(39):647–654. doi:10.3238/arztebl.2015.0647

Cheng SC, She HC, Huang LY. The impact of problem-solving instruction on middle school students’ physical science learning: Interplays of knowledge, reasoning, and problem solving . EJMSTE . 2018;14(3):731-743.

Vlachou A, Stavroussi P. Promoting social inclusion: A structured intervention for enhancing interpersonal problem‐solving skills in children with mild intellectual disabilities . Support Learn . 2016;31(1):27-45. doi:10.1111/1467-9604.12112

Öğülmüş S, Kargı E. The interpersonal cognitive problem solving approach for preschoolers .  Turkish J Educ . 2015;4(17347):19-28. doi:10.19128/turje.181093

American Academy of Pediatrics. What's the best way to discipline my child? .

Kashani-Vahid L, Afrooz G, Shokoohi-Yekta M, Kharrazi K, Ghobari B. Can a creative interpersonal problem solving program improve creative thinking in gifted elementary students? .  Think Skills Creat . 2017;24:175-185. doi:10.1016/j.tsc.2017.02.011

Shokoohi-Yekta M, Malayeri SA. Effects of advanced parenting training on children's behavioral problems and family problem solving .  Procedia Soc Behav Sci . 2015;205:676-680. doi:10.1016/j.sbspro.2015.09.106

By Amy Morin, LCSW Amy Morin, LCSW, is the Editor-in-Chief of Verywell Mind. She's also a psychotherapist, an international bestselling author of books on mental strength and host of The Verywell Mind Podcast. She delivered one of the most popular TEDx talks of all time.

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These collections of tasks for 11-14 year olds are part of our Maths At Home feature. We hope you enjoy working on them!

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This collection of activities was created for Year 7 students to work on with their parents

The Best Way To Find Unique and Great Gifts For Those you Love and Care About

17 Cognitive Development Activities for 6-12 Years Olds

WhatToGetMy Instructional Article

Middle childhood is an important time in a child’s life where foundational skills are developed. It is equally a good time to engage children with remedial activities that will help them to improve in areas they are lagging behind.

• What describes the cognitive abilities of 6-12 year old children?
• Cognitive development activities for middle childhood

WHAT DESCRIBES THE COGNITIVE ABILITIES OF 6-12 YEAR OLD CHILDREN?

Table of Contents

The cognitive development of middle childhood is often characterized by; improved attention, complex thought processes, improved vocabulary, better communication skills, self-awareness, and emerging social reasoning skills.

This means that children in this age bracket should be able to;

• Concentrate or focus on tasks for a longer period of time
• Memorize and retain information for an extended period of time
• Process information faster, flexibly, and more accurately
• Apply logic to their thought process which shows up in their classification of things
• Develop independent reading skills
• Develop interest in various activities (hobbies)
• Communicate better and express themselves with a wide range of words
• Empathize or weigh things from other people’s perceptive
• Assess their ability through comparison

These skills are usually evaluated in school by teachers and educators through various class exercises, tests, and observations, and school activities, the results are then communicated to parents. It is quite common to see parents panic when they notice their children are lagging behind and it’s understandable. While cognitive assessments provide useful information about a child’s learning progress, the information is sometimes mishandled and this could have adverse consequences for the child.

A child’s cognitive development is a function of multiple factors and therefore can be improved by a lot of helpful activities.

COGNITIVE DEVELOPMENT ACTIVITIES FOR MIDDLE CHILDHOOD

Source Link: https://whattogetmy.com/cognitive-development-activities-for-6-12-years-olds/

There are a couple of activities that could boost a child’s cognitive development and help them perform better in areas they are lagging behind. With consistent practice and patience, a child’s achievement deficit can be narrowed and surpassed. You can find more mentally stimulating activities for children in our article 12 super fun activities for 12 year olds

READING ACTIVITIES:

Good reading skill improves a child’s ability to communicate, attention span, and sense of judgment. It is expected that at the age of 6 and 7, children should be able to recognize words and read them out. They should also be inquisitive about new words as it expands their vocabulary. If a child is struggling with reading, there are a couple of things you could do to help them learn how to read.

A study that compared the reading times of students and their reading scores found that students who read 15 minutes or more a day experienced accelerated reading growth than children who read for a lesser amount of time.

Accelerated reading growth: Source: Renaissance

You can help a child cultivate a good daily reading habit by doing the following;

1. UPDATE THEIR LIBRARY OR TAKE THEM TO A LIBRARY :

While their textbooks and class notes are a good source of information, having them alone will make reading boring. They may begin to associate reading books with a negative feeling and will therefore find it difficult to read. Providing your children with a wide range of age-appropriate books and stories will make them freer around books. They will see books as both a source of good stories and useful information. Examples of age-appropriate books you could get for them are; The true story of the three little pigs , A bear called Paddington , Sight words and spelling workbook , and Reading activities . If getting your child new books isn’t feasible, take them to a local library and spend time with them reading until they get used to doing it alone.

2. READ TOGETHER AND READ ALOUD TO THEM:

Children love to be read to especially when it is done in a fun way like mimicking characters. It helps them to associate positive emotions with the content of the book. Associating positive emotions to books will help them remember what was read. The more they bond with a book, the more they learn how to read the book. One good strategy to use when reading to them is to point at words with your finger while reading. Secondly, by modeling how to read fluently, they learn how they should read. With patience and consistency, they will learn how words are pronounced, their meaning, and when to use them in a sentence.

3. GET THEM TO READ ALOUD

While reading to them is great, have them read to you. You can start by making them read two sentences from their favorite storybook, then a paragraph, page, and chapter until they are able to read the entire storybook to you. Ensure to start with a book they are familiar with, a book you’ve read to them a couple of times. Celebrate their progress and continue to encourage them. This will boost their self-esteem and confidence to do better.

4. WATCH PHONICS VIDEOS

Phonics is a simplified way of learning English. Phonics videos are not only instructive but also engaging and entertaining which makes them an effective method of teaching children how to read. Children can learn the sounds that alphabets make individually and when paired with each other. You can find lots of amazing phonic videos online for your child.

5. PLAY WORD GAMES

Play games that require them to form words they know and as well learn new words from their opponent. With games such as scrabbles , Word Witt , Jabuka word game , and Search puzzle , you are  able to access their word game and teach them new words and their meaning. With time, their vocabulary will expand.

COMMUNICATION ACTIVITIES:

A child’s ability to communicate orally and in written form weighs on their academic achievement, social skills, and their ability to succeed in life. In a study, adults were asked which skill they thought children needed the most to succeed and communication skill was ranked higher than other skills.

Skills  that are most important for children to succeed : Source: Pew Research Center

At the age of 6-9, a child cannot depend so much on their body language to communicate their ideas and emotions. It is expected that children within this age bracket should be able to make coherent and lengthy sentences using the right grammar and voice tone. They should also be able to write down ideas clearly. This helps teachers access their level of knowledge and helps children to speak up for themselves in any setting.

For communication to be effective, it should involve

• Keeping an open-mind
• Asking questions / seeking opinions
• Eye contact
• Expressing one’s point clearly

Here are a couple of activities that should help a child improve their communication skills

6. ROLE PLAY

In role-play, you try to mirror possible life scenarios and get them to respond as they should in such scenarios. Doing this helps children to think and prepare themselves to respond better ahead of time. An example could be; getting them to introduce themselves in class or to a group. You start by mirroring how they should introduce themselves and then get them to introduce themself. You could make it more practical for them by inviting a friend over and informing your child that a family friend will be visiting them soon and that they would be required to introduce themself. This will make the experience real and will also help to boost their confidence to speak up in other social settings.

7. PICTURE STORYTELLING

With picture storytelling, you present a picture or set of pictures to a child/ren and ask them to tell you what they think about the picture or get them to tell you a short story looking at the picture. This activity will get them to draw on different experiences to create a good story. It will impact on their ability to think critically, make fair judgments, and speak clearly/communicate ideas clearly.

8. TELEPHONE PLAY

Telephone play is a great fun activity for children. Teachers can incorporate this into their class activity. It teaches children how to listen attentively.  In telephone play, get children to sit in a circle and whisper a message to a child ear, who then passes it on to the next person, and next person to the next until the message reaches where it started. You can then ask every child to say what they heard in unison or individually. Their responses will most likely differ and it’s ok if everyone laughs about it. However, do not forget to let them know the goal of the activity. You can make the game a little bit serious in the second round by including stricter rules. This is to make them more eager to listen attentively.

9. IDENTIFY THE OBJECT

In this activity, a child is blindfolded and given a number of objects to describe. The child may ask for cues to help them accomplish the task. This activity is expected to help them think critically, be attentive to details, learn to ask questions, work with others, and communicate clearly. This task can be given in various settings with different rules. For example, you could take children to the zoo to learn about animals and after the trip, you can ask them to describe one animal they liked in the zoo  and why they preferred the animal. This can be done as an individual task or group task. This activity will help their memory and giving them the opportunity to present this task will improve their oral skills.

10. GET THEM  TO WRITE/JOURNAL

Get a book and get them to write a paragraph or two on various topics. For example, you can get them to write three things about their favorite room, describe their maths teacher or any subject teacher in four sentences. It is important to give them detailed instructions that will help them complete the task effectively. This activity can be done 2-3 times a week.

VISUAL SPATIAL/ PROBLEM SOLVING ACTIVITIES:

Children from ages 7-12 are expected to understand coordination, organization, planning, numerical, and categorizations. All these weigh on their visual-spatial process.

A child’s spatial thinking skills can positively impact on their ability to understand Science, Technology, Engineering, and Mathematics (STEM) as well as perform complex tasks. It involves understanding objects, their movement, and relationship with each other. With visual-spatial thinking, a child should be able to imagine objects or items and mentally fit them in positions and space or solve problems with them.

There are a couple of activities that can help a child’s visual-spatial thinking.

There are a couple of games you should consider getting for your children. These games will require them to build unfamiliar structures and solve puzzles. They will be expected to figure which piece goes with which and as they are able to solve the task, give them a more complex task to solve. By so doing, they learn patterns, coordination, and organization. It will be great to build along with them until they are familiar with solving puzzles themselves.

• Building blocks
• Brain freeze
• Robot toy building set
• Gravity Maze Marble
• Tangrams puzzles
• Mosaic puzzles
• Jigsaw puzzles

12. CRAFT ACTIVITIES

• Building kit
• Carpentry building kit

13. MAP READING

Map reading is another activity that helps to develop a child’s spatial reasoning. It helps them understand the relationship between symbols, objects, and distance. They will understand directions better and easily visualize them. You can start with simple maps and then graduate to teaching them a more complex map.

14. ASSIGN HOMES TASK/CHORES TO THEM

They can improve their ability to organize, coordinate, and categorize by doing chores. You could assign them the task of organizing their room. You could also call them to join you in cooking or baking and teach them how to measure ingredients.

MEMORY ACTIVITIES

Cognitive development of 6-12 years is characterized by their ability to memorize and recall information when needed. A lot of scholarly work suggests a strong link between a good memory and academic achievements. Children that are able to effectively store information in their memory and recall them when needed tend to perform better in school. If your child is struggling in this area, there are a couple of things you could do to help improve on their ability to retain and recall information.

15. ASK QUESTIONS

Ask them questions that require them to think and remember. For example, you could ask them to remind you why their favorite character in a storybook was annoyed or unhappy, who lives at the end of the street, what color was gotten when you both mixed the colors red and white. It is important to ask them about things or topics they have been taught. In a situation where they are struggling to remember, be patient, give them time to think, give them cues, and if they are still unable to remember, remind them. Repeat the question a couple of times more and do it randomly. With repetition and practice, they will be able to remember.

16. SIMPLIFY TASKS

Some children find it difficult to grasp what they are being taught because they feel bombarded with so much information at a go.  While it may be difficult for teachers to consistently teach at a very slow pace, parents can help their children to learn and remember what they have been taught by breaking lessons or tasks into smaller bits. For example, when learning fractions, you can start by helping them identify numerators and denominators following by showing them how to identify smaller fractions and bigger fractions. It is important to use simple language and familiar items as references while teaching. You could use biscuits or cups of water to teach fractions.

17. PLAY GAMES THAT REQUIRE THEM TO REMEMBER RULES

Card games are good for memory. Children are expected to know the rules of card games and the meaning of each card to play the game well. There are equally board games that could improve their working memory. You can find a few useful board games in our articles fun games to play with 2 people and games to play with 6 people .

FREQUENTLY ASKED QUESTION

1. What are some cognitive development activities for school-age kids?

We’ve mentioned 17 cognitive activities for school-age kids and some of are, reading aloud to children and encouraging them to equally read aloud to you. This activity will expose them to new words, help them memorize familiar words, improve their ability to read and their grammar. You could also get them to watch fun phonic videos that help them learn the sounds of alphabets and how to pronounce unfamiliar words using the sounds of its letters.

2. Name some classroom cognitive development activities

• Telephone play: it teaches them how to be good listeners
• Identify the object: it teaches them to be attentive to details, it improves their social skills and communication skills

In this article, we’ve identified some cognitive milestones that children between the ages of 6-12 are expected to attain. In situations where a child is not making enough progress, there are a lot of cognitive development activities for middle childhood learners that will help them improve their cognitive performance. We have listed 17 and there are many more. We hope that this article has been helpful in understanding how to improve a child’s reading ability, communication skills, visual-spatial ability, and memory skills.

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Behavior Therapy for Kids: 9 Fun Games and Techniques

As counselors and therapists, we can take many of its tools and techniques to create powerful yet fun interventions to help our young clients with depression, anxiety, post-traumatic stress disorder, and more.

This article explores behavior therapy for kids, its modern interpretations, and its potential for working with toddlers, young, and older children to support their mental wellbeing and develop effective coping and behavioral strategies.

Before you continue, we thought you might like to download our three Positive CBT Exercises for free . These science-based exercises will provide you with detailed insight into positive Cognitive-Behavioral Therapy (CBT) and give you the tools to apply it in your therapy or coaching.

This Article Contains

Using behavior therapy for kids and toddlers, 3 helpful techniques, behavior therapy in schools: 4 strategies, 6 fun games and exercises for your clients, a note on behavior therapy for autism, a take-home message, frequently asked questions.

Behavior therapy has developed over many years and takes several different forms, yet it still plays a vital role in treating children’s psychological problems (Corey, 2013; Stallard, 2021).

Indeed, having evolved into Cognitive-Behavioral Therapy (CBT), Acceptance and Commitment Therapy (ACT), Dialectical Behavior Therapy (DBT), and mindfulness-based stress reduction , it remains successful in treating behavioral and mental health problems in many young people (Kallapiran et al., 2015; Stallard, 2021; Zalewski et al., 2020).

Such therapy is vital. “Therapists are increasingly called on to provide evidence-based treatments to the children and families with whom they work,” with research suggesting that young minds function similarly to adults in many respects (Flessner & Piacentini, 2017, p. 3).

CBT , in particular, includes various interventions focusing on the “relationship between cognitions, emotions, and behaviors” and is the most well-evaluated and established approach of all child psychotherapies (Stallard, 2021, p. 16).

Research consistently shows CBT’s effectiveness in treating a range of problems in children, including (Stallard, 2021):

• Emotional problems
• Post-traumatic stress disorder
• Obsessive-compulsive disorder

Studies also document the success of third-wave positive CBT interventions, such as mindfulness, DBT, and ACT, in treating children (Stallard, 2021).

Check out this video explaining how behavioral modification can help children make better choices.

In the following video, we gain a deeper understanding of behavior therapy as a treatment to improve children’s self-esteem and self-control.

Behavioral therapy offers a wide range of techniques, many of which are based on classical and operant conditioning.

They support and reinforce helpful, positive ways of behaving and are beneficial for treating children in various challenging situations (Stallard, 2021).

For example, systematic desensitization can help young people confront their fears, while response prevention and exposure treatments can support overcoming obsessive-compulsive disorders (Stallard, 2021).

In more detail, here are several behavioral techniques (Stallard, 2021).

Developing fear hierarchies

Skill development is vital for helping children manage challenging situations and is often facilitated by a process of graded exposure (Stallard, 2019).

“The process of breaking down challenges or fears involves generating a list of the small steps that will take the young person towards their goal of overcoming their fear or challenge” and understanding the situations in which they occur (Stallard, 2021, p. 77).

For example, a child afraid of crowds may avoid busy situations such as boarding a train or going to the movies.

Once identified and understood, the therapist can help the child select a goal they can begin with and work toward, such as meeting a friend for a playdate. The child then rates their anxiety when considering each step or task involved in reaching their goal.

Walking down the street on a quiet Sunday morning may only score 60 out of 100, while entering the playground at peak time reaches 90.

Developing a fear hierarchy helps the child (and their parents) target particular actions and recognize successes one step at a time (Stallard, 2021).

Graded exposure

Having established a fear hierarchy, the child can move on to a process of graded exposure, where they begin facing their fears, albeit gradually (Stallard, 2021).

Through slowly and increasingly exposing the child (according to a plan agreed upon by them) to a higher degree of fear, they learn what they can handle without recourse to avoidance (of particular situations or events) or relying on unhealthy habits.

However, the child must be clear on the rationale behind the process and why facing their fear is beneficial. The therapist will help the child understand (Stallard, 2021):

• Why they have been avoiding situations and relying on repetitive behaviors to manage their anxiety
• How avoidance and habits offer short-term relief but do not ultimately help them cope
• How facing their fears is a different approach that may help them reclaim their life
• That they can take their fears with them rather than letting anxiety stop them from doing things they want
• How learning to tolerate unpleasant feelings will reduce their anxiety

A full explanation of the rationale helps the child feel less apprehensive.

Additionally, each step toward the chosen goal must be manageable and achievable.

The child may wish to rate their anxiety using a score out of a hundred during and after the exposure to increase their sense of control and recognize its decline when they stay in the situation (Stallard, 2021).

Once the graded exposure exercise is complete, it may help them to reflect on what they discovered, celebrate their achievements, and set their next goal.

Response prevention

Young people experiencing obsessive-compulsive disorder (OCD) often engage in safety behaviors — repetitive and compulsive habits to prevent bad things from happening (Stallard, 2021).

These might include excessive cleaning (of oneself or objects), endless checking (faucets are off, doors are locked), or counting (performing actions a set number of times).

Such behaviors can bring temporary relief from anxiety but do not last.

The goal of response prevention is to face the fear without engaging in the safety behavior.

The nature of the intervention depends on the fear experienced by the child. Examples for a child with OCD might involve the following (Stallard, 2021):

• If they fear contamination, ask them to touch a toilet seat and delay washing their hands.
• If they feel the need to maintain order or arrange objects to avoid a bad thing happening, change the sequence of something, such as favorite books or toys.
• If they have a fear of a particular event, such as a running faucet causing a flood, leave it on until they have dried their hands.

Again, the child must have a clear rationale and understanding of why the process helps.

For example, explaining that while continually repeating their habits may temporarily make them feel better, they can learn that they don’t need it when they notice their worrying thoughts.

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Several well-proven strategies include the following.

Rewards strategies

“It is common for young people with psychological problems to ignore or overlook their achievements” (Stallard, 2021, p. 88). Without a reward, children may not reproduce what led to the positive outcome.

Therefore, positive consequences can help increase the likelihood of a behavior happening, while harmful consequences can reduce it.

Incentives can take various forms and are not limited to money or prizes. They might include self-praise, recognition from others, extra time for doing fun things, etc. (Stallard, 2021).

The following steps can help set up reward systems in school (or home settings):

• Define clear, positive behaviors. Identify specific and positive target behaviors.

Rather than vague or negative terms like “being good” or “not fighting,” use precise, affirmative language such as “sitting quietly during mealtime” or “sharing toys graciously.”

• Establish meaningful rewards. Work with the child to choose a motivating and attainable reward, ensuring it holds personal value for them.

It doesn’t have to be extravagant or costly. Consistent praise and recognition are equally crucial in reinforcing positive behavior.

• Set achievable targets. Agree on how often the expected behavior should happen and a suitable reward.

Consider the nature of the behavior, ensuring the goals are reachable within a short enough period to hold the child’s motivation.

• Be consistent. Maintain a uniform approach by consistently recognizing and rewarding the agreed-upon behavior.

Being consistent can be challenging, as it involves unwavering adherence to the reward system rules, positively reinforcing the desired behavior, and avoiding reward withdrawal due to unrelated misbehavior.

• Emphasize importance and encouragement. Use the reward chart to draw attention to progress and offer frequent praise and acknowledgment.

Even on challenging days, it’s essential to encourage the child to persevere. Remind them of their progress and the rewards they can achieve through positive behavior.

Both educators and caregivers can help reinforce good behaviors by implementing reward systems, making the desired behaviors attractive and rewarding.

While role-play is often used in therapy, it can be helpful in school settings (Saptono et al., 2020).

When used effectively, playing out roles can help practice coping and communication skills and work through what has happened or could occur in the future (Stallard, 2021).

For example, role-play a particular incident: “I got upset when working on the team project last week. What could I do differently next time?” or more generally, “I get annoyed when I don’t get something right the first time, but going forward, I will try to accept that learning takes time.”

Problem-solving

Problem-solving is a vital aspect of learning. Frustration, anxiety, and fear may hinder decision-making, leading to emotive rather than rational choices that delay or avoid addressing educational issues and challenges (Juandi, 2021).

For younger schoolchildren, a red, yellow, green traffic light strategy offers a simplified, three-step approach to tackle challenges (Stallard, 2021):

• RED – Stop and identify. Encourage the child to pause and clearly articulate their problem. It’s about ensuring they understand the issue before rushing to solve it.
• YELLOW – Think and consider. Prompt them to brainstorm possible solutions. They can then evaluate each one, weighing its pros and cons, and decide which seems most promising.
• GREEN – Act and reflect. Lastly is the action phase, where children proceed with the chosen solution. Encourage them to seek any necessary assistance and, importantly, to reflect upon the outcome. Was the solution effective? Would they use it again? Such post-action reflection helps reinforce the problem-solving process.

The easy-to-remember traffic light method structures problem-solving into distinct phases, guiding children through a deliberate thinking process rather than allowing them to act impulsively (Juandi, 2021).

Play therapy

Behavioral aspects of CBT can remove many of the limitations of verbal treatment in younger children (Crenshaw & Stewart, 2015).

Cognitive-Behavioral Play Therapy is a particularly effective treatment for anxiety and, therefore, helpful in school settings. It leverages children’s natural means of expression — play — to help them process and cope with their emotions and experiences, offering (Crenshaw & Stewart, 2015):

• Insightful problem-solving Children learn to understand and solve problems on a deeper level through play, gaining valuable insights into various, often complex, situations.
• Flexible thinking This encourages adaptability, allowing children to approach problems from multiple angles and understand possible ways to tackle challenges.
• Divergent thinking Children expand their imagination and creativity, exploring possible solutions and ideas.
• Alternative coping strategies Play scenarios and environments enable children to develop different methods of managing daily issues, providing them with practical coping mechanisms .
• Positive emotional experiences Allows children to experience joy, which can be therapeutic and contribute to emotional wellness.
• Exploration of emotions Such therapy creates a safe space for children to express and think about various emotional themes, both positive and negative, helping them process how they feel.
• Empathy and perspective taking During interactions, children learn to understand others’ emotions and view situations from their standpoint, fostering empathy and social understanding.
• General adjustment This supports children’s ability to adapt, helping them become well-rounded individuals capable of handling various social situations and life changes.

Play therapy offers a holistic approach to children’s behavioral therapy by tapping into multiple processes simultaneously, “helping children address emotional and behavioral problems” (Crenshaw & Stewart, 2015, p. 84).

The following is a sample of several fresh and fun games and exercises that can be used to encourage engagement, build upon skills, and improve emotional awareness in children:

• Future Forecast: Decision Impact Exercise In this fun exercise , children role-play scenarios and explore decision-making and their consequences. In doing so, they list options, predict outcomes, and reflect on their choices.
• Choose Your Path Adventure In this playful activity , the child embarks on imaginary adventures, facing challenges and making decisions. Along the way, they explore actions, discuss outcomes, and review their journey.
• Magic Detective Game A young client investigates (apparently) “silly” or troubling thoughts, testing their validity. Using detective play, they search for evidence to confirm or refute these beliefs.
• Fear Ladder Challenge For this task , the child identifies fears and sets gradual and incremental challenges to confront them. A ladder helps track their progress and reflect on their bravery.
• Fun Detective Diary During this enjoyable exercise , children become “detectives” to rediscover activities that boost their mood. They document them and observe their impact on emotions.
• Body & Mind Superheroes Activity Clients explore dilemmas based around superheroes , learning to recognize warning signals. Next, they work through positive behaviors to build a helpful toolkit for finding solutions to tricky situations.

If you’re looking for more science-based tools to help others through CBT, check out this collection of 17 validated positive CBT tools for practitioners . Use them to help others overcome unhelpful thoughts and feelings and develop more positive behaviors.

Research has shown that approaches such as CBT, ACT, and mindfulness are effective and practical for addressing anxiety, disruptive behaviors, and other symptoms in clients with autism, ultimately enhancing their psychological wellbeing (Danial & Wood, 2013; Byrne & O’Mahony, 2020; Cachia et al., 2016).

17 Science-Based Ways To Apply Positive CBT

These 17 Positive CBT & Cognitive Therapy Exercises [PDF] include our top-rated, ready-made templates for helping others develop more helpful thoughts and behaviors in response to challenges, while broadening the scope of traditional CBT.

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As a therapist, understanding and embracing tools and techniques for behavior therapy for kids can be transformative in helping children overcome psychological challenges.

Rewards are powerful for reinforcing positive behaviors in children. They involve using clear definitions, meaningful incentives, achievable targets, consistency, and encouragement to make change appealing to children.

Role-play can also be effective in therapy, at home, and in school. Supporting and engaging with young clients as they act out a scene as themselves or others in their lives can offer helpful insights when trying out coping and communication skills.

Children also benefit from becoming better problem-solvers, particularly in their education. Learning the skills and mindset involved supports deliberate thinking and decision-making and can reduce the likelihood of impulsive actions.

Play helps address anxiety in school and home settings, promoting problem-solving, flexible thinking, emotional exploration, empathy, and general adjustment in children.

Therapists can create engaging, effective, and enjoyable interventions to support children’s mental wellbeing and enhance their coping strategies by embracing these fresh and fun ideas.

Try out several of the fun activities and exercises to empower your young clients on their path to better mental health.

We hope you enjoyed reading this article. For more information, don’t forget to download our three Positive CBT Exercises for free .

A child behavior therapist works with young people engaged in unhelpful or harmful behavior to give them the required skills to have more options for responding to situations (Corey, 2013; Stallard, 2019).

When a child is having behavioral issues, such as having more tantrums, withdrawing socially, seeming unsettled and restless, or displaying a sudden shift in usual interests and habits, it could be helpful to seek the support of an expert in child therapy (“6 signs,” 2020; American Psychological Association, 2008).

To address serious or severe behavioral and emotional disorders in children, it may be necessary for parents and caregivers to seek professional diagnosis and treatment. Early intervention, evidence-based therapies, and parental involvement are crucial in helping young children overcome such challenges (American Psychological Association, 2008).

• 6 Signs your child needs counseling. (2020, October 8). Children’s Bureau . Retrieved October 25, 2023, from https://www.all4kids.org/news/blog/6-signs-your-child-needs-counseling/.
• American Psychological Association. (2008). What parents should know about treatment of behavioral and emotional disorders in preschool children . Retrieved October 25, 2023, from https://www.apa.org/topics/children/treatment-behavioral-emotional-disorders-preschoolers
• Byrne, G., & O’Mahony, T. (2020). Acceptance and commitment therapy (ACT) for adults with intellectual disabilities and/or autism spectrum conditions (ASC): A systematic review. Journal of Contextual Behavioral Science , 18 , 247–255.
• Cachia, R. L., Anderson, A., & Moore, D. W. (2016). Mindfulness in individuals with autism spectrum disorder: A systematic review and narrative analysis. Review Journal of Autism and Developmental Disorders , 3 (2), 165–178.
• Corey, G. (2013). Theory and practice of counseling and psychotherapy . Cengage.
• Crenshaw, D. A., & Stewart, A. L. (Eds.). (2015). Play therapy: A comprehensive guide to theory and practice . Guilford Press.
• Danial, J. T., & Wood, J. J. (2013). Cognitive behavioral therapy for children with autism. Journal of Developmental & Behavioral Pediatrics , 34 (9), 702–715.
• Flessner, C. A., & Piacentini, J. (Eds.). (2017). Clinical handbook of psychological disorders in children and adolescents a step-by-step treatment manual . Guilford Press.
• Juandi, D. (2021). Heterogeneity of problem-based learning outcomes for improving mathematical competence: A systematic literature review. Journal of Physics: Conference Series , 1722 (1).
• Kallapiran, K., Koo, S., Kirubakaran, R., & Hancock, K. (2015). Review: Effectiveness of mindfulness in improving mental health symptoms of children and adolescents: A meta‐analysis. Child and Adolescent Mental Health , 20 (4), 182–194.
• Saptono, L., Soetjipto, B. E., Wahjoedi, W., & Wahyono, H. (2020). Role-playing model: Is it effective to improve students’ accounting learning motivation and learning achievements? Jurnal Cakrawala Pendidikan , 39 (1), 133–143.
• Stallard, P. (2019). Thinking good, feeling better: A cognitive behavioural therapy workbook for adolescents and young adults (2nd ed.). John Wiley & Sons.
• Stallard, P. (2021). A clinician’s guide to CBT for children to young adults: A companion to think good, feel good and thinking good, feeling better (2nd ed.). John Wiley & Sons.
• Zalewski, M., Maliken, A. C., Lengua, L. J., Martin, C. G., Roos, L. E., & Everett, Y. (2020). Integrating dialectical behavior therapy with child and parent training interventions: A narrative and theoretical review. Clinical Psychology: Science and Practice . Advance online publication. https://doi.org/10.1111/cpsp.12363.

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Free Online Math Problems for Eleven Year Olds

•  / 

The following websites provide math resources for 11-year-olds in the sixth grade. Some of the topics covered that year are fractions, measurement and place value. All the materials describe below are free of charge.

Math Lessons and Problems from AAAMath.com

Here, you'll discover sixth grade math lessons , beginning with place values and ending with patterns and exponents. Once you click on a link to a specific unit, you can scroll down to the bottom of the page for practice problems. The questions appear one at a time and must be done online. The computer corrects the problems as your child goes along. The written explanations vary in length from a few sentences to several paragraphs. Some explanations even include diagrams. One section on time zones, doesn't have 'lessons', but instead, contains charts listing different time zones.

Word Problems from Math.About.com

These two printable PDF worksheets have word problems particularly suitable for sixth graders. Some of the problems deal with fractions, averages and measurement. Your child may not need extra scrap paper to solve these problems since many simply require 'mental math'. However, because of the limited space on these worksheets, you may want to provide separate blank pages or a notebook for your child to use when working.

The worksheets have six problems each and answer keys are provided for both. These questions can give your son or daughter an opportunity to get used to solving word problems in a relaxed environment. It's especially important for middle schoolers to become familiar with word problems now because they will encounter more advanced word problems in high school and even college math.

Worksheets from HelpingWithMath.com

A series of free math worksheets for sixth graders are available here. The problems are based on the Common Core Standards, so they should follow pretty closely with your child's school textbook. The worksheets can be printed out, and all these activities come with answer sheets. Some of the units covered by these worksheets are dividing fractions, evaluating numeric expressions and finding greatest common denominators.

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Supplementing your child's math lessons with a few problems and worksheets of your own will help you become better acquainted with his or her curriculum, and will help your child perform better in the classroom. Here are some tips for creating them.

This simple addition worksheet is only a sample to help you format your own practice math problems. Includes answers.

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35 Best Gifts for 11-Year-Olds, According to Tweens and Experts

From tech sets to DIY gifts, these are the best toys for 11-year-olds.

We've been independently researching and testing products for over 120 years. If you buy through our links, we may earn a commission. Learn more about our review process.

Now fully into their tween years, 11-year-olds are ready to leave all their little kid stuff behind. But that doesn't mean they're fully done with toys, games and other fun things — they just want more sophisticated versions of them. That makes it a little tricky to find the best gifts for 11-year-olds , but there are plenty of great options if you know where to look.

From fun room decor and DIY projects to tabletop games and more, these toys came out on top in 2024. Looking for more gifts for kids ? Shop the best gifts for 11-year-old boys , best gifts for 11-year-old girls and the best gifts for teens .

Wizarding World Harry Potter Magic Wand

If you haven't already, now is a great time to introduce them to the world of Harry Potter . But even if they haven't read the books or seen the movies, the idea of wizardry is always fun. These authentic 12-inch replica wands each come with a spell card to keep kids busy and practicing their magic. Ages 6+

RELATED: The Best 'Harry Potter' Gifts for Your Favorite Magical Kid or Adult

GlowCity Glow in The Dark Basketball

At this age, if it glows in the dark, they'll love it. And this means the fun never has to stop because they can see the ball even if they're playing hoops after dark. Ages 8+

Refasy Electronic Piggy Banks

They are learning how money works, and are probably even getting money in lieu of toys from friends and family. Help them keep their money safe (and make them think twice before spending it), with this cool electronic piggy bank that works with a special number combination like an ATM. Ages 3+

Parima Initial Travel Jewelry Case

She can easily throw this cute organizer in her bag for school or family trips to keep all of her jewelry safe. But because of the pretty colors and personalized touch , it'll also look great in her room. No age recommendation given.

Pooqla LED Marquee Letter Light

You can't go wrong with multicolored anything at this age. This light can also be just a solid color if they want, like blue or red. No age recommendation given.

Just Play Motion-Controlled Music Mixer

Kids can hold this colorful device in one hand and remix music by adding sound effects, layering tracks and making loops, all by using different hand motions . “My child absolutely loves this,“ one parent said in our tests. “He’s spent hours playing with it. I love how this toy really lets kids express their creativity.” Ages 8+

TCG Toys Spin Flip Puzzle

The puzzle is made of 14 concentric rings that can be spun, twisted and flipped. Kids will have to find the right configuration to complete the cool photo or design. Ages 8+

Kanoodle Pyramid

You can credit TikTok with selling more than 3 million Kanoodle games, with those accepting the #KanoodleChallenge trying to solve the brain-teasing puzzles online. But by 11, they might be ready to step up and try the harder Kanoodle Pyramid. To play, contenders have to select a puzzle with a certain configuration of pieces, and then use their smarts to see if they can fit in the remaining pieces to make a 3D pyramid shape. Ages 7+

RELATED: The Good Housekeeping Best Toy Awards

The Secret of Lillian Velvet

Good Housekeeping Institute testers were drawn into this mystery book, about a lonely girl with a jar of coins — each of which takes her to a different time and place. But are they connected? "I couldn't predict how it was going to end, and it made me want to keep reading," one kid tester said. Ages 8 – 12

RELATED: The Good Housekeeping Best Kids' Book Awards

Professor Maxwell's VR Dinosaurs

Good Housekeeping testers were impressed with this STEM set, saying that it felt like dinosaurs were right there in the room with them. The set comes with VR goggles, an 80-page book filled with immersive activities and supplies for hands-on projects to do at home. Ages 8+

Taco Cat Goat Cheese Pizza Card Game

Easy to learn, fast to play, this is the epitome of a game you can just break out whenever there's a dull moment. Players have to flip over cards while saying one of five words (appropriately, either "taco," "cat," "goat," "cheese" or "pizza"), and if the word they say matches the word on the card they've played, all the players have to rush to slap the pile. Whoever gets there last has to take the pile, and the player who gets rid of their cards first wins. People love this so much, it has more than 43,000 five-star ratings on Amazon. Ages 8+

It's My Biz Pet Care Business Kit

Get them started on an entrepreneurial path with this kit, which helps them get a pet-care business off the ground. It comes with some tools of the trade (like some pet toys, a collapsible water bowl, a pet brush and poop bags), but also marketing materials (door hangers, pins, business cards, etc) and items to keep them organized (a client book, receipts). Or, if pet care isn't their passion, there are also It's My Biz kits for a lemonade stand or babysitting business . Ages 8+

GraviTrax: The Game - Impact

This game takes their marble runs to the next level: The STEM-themed brain-teasing game challenges players to make different kinds of marble runs using limited pieces. Good Housekeeping Institute testers say that, since there are challenges of varying difficulty included in the same box, older and younger siblings were able to play together. Ages 8+

Sleuth & Solve: Science

They'll have to keep their minds sharp and their observational skills on point to solve the 20 mysteries in this book. Each of them has a science-themed bent, too, so they might pick up facts about how a baker can know if an egg is raw or hard-boiled, or how an animal expert might know if an elephant stampede is coming. If they like it, they can get the other books in the Sleuth & Solve series. Ages 8 – 12

Schylling Nee Doh Nice Cube

Kids love Nee Doh in all shapes in sizes, from the very small to the very large to groovy shapes like fruit or cats . The Nice Cube is still fun to squeeze and squish like all the other shapes of Nee Doh, but, no matter how much you smush it, when you put it down it will always return to its cube form. Ages 3+

My Friendship Bracelet Maker

Those summer-camp days feel like they're here forever with this friendship-bracelet kit. Not only does it come with 20 pre-cut threads (in their own storage drawer, no less), it has a board that holds the bracelet and strands in place while the creation is in-progress. (The board even comes in several colors!) You can also use its app to find friendship-bracelet patterns and instructions. Ages 8+

Shashibo Shape Shifting Box

Tweens are still into the fidget craze, and this amazing box will give their hands something quiet to do for minutes on end. It unfolds into different shapes, revealing different patterns inside, and then it's a puzzle to get it back into its cube form again. Ages 8+

Big Joe Milano Bean Bag Chair

Who wouldn't want to cozy up and read, play video games or text and chat in a chair like this? This chair impressed Good Housekeeping Institute testers with its firm fill, but really won over Lab experts with how easy it was to clean the fabric. It comes in several colors and prints, and has a handle so you can drag it around.

RELATED: The Best Bean Bag Chairs, According to Expert Testing

Melissa & Doug Scratch Art Rainbow Mini Notes

Notes to friends, reminders and doodles are way more fun when they're done on small squares of scratch-art paper. This comes with 125 square sheets of scratch-art paper, plus a wooden stylus to use. It's a cute gift to put in a small gift basket or party favor. Ages 4+

Pokémon Paldea Evolved Elite Trainer Box

For tweens into the Pokémon Trading Card game, this box will beef up their card collections with their favorite Paldea-region Pokémon from the Scarlet and Violet games. It comes with nine booster packs, along with fun extras for players like damage-counter dice, card sleeves, coins for coin flips, status markers and energy cards. Ages 6+

RELATED: The Best Pokémon Gifts for Fans

Rachel Rothman was the chief technologist and executive technical director of the Good Housekeeping Institute for over 15 years , overseeing testing methodology, implementation and reporting for all GH Labs. She also managed GH's research division and the analysis of applicants for the GH Seal and all other testing emblems. 

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10 Simple Activities to Teach Your Preschooler Problem Solving

By: Author Tanja McIlroy

Posted on Last updated: 9 May 2024

Categories Activities for Preschoolers & Kindergarteners

During the first years of a child’s life, an important set of cognitive skills known as problem-solving abilities are developed. These skills are used throughout childhood and into adulthood.

Find out what problem solving is, why it’s important and how you can develop these skills with 10 problem-solving games and activities.

What is Problem Solving in Early Childhood?

So, what exactly is problem solving? Quite simply, it refers to the process of finding a solution to a problem .

A person uses their own knowledge and experience, as well as the information at hand to try and reach a solution. Problem solving is therefore about the thought processes involved in finding a solution.

This could be as complex as an adult working out how to get out of a financial crisis or as simple as a child working out how two blocks fit together.

Problem Solving Skills for Kids

Problem-solving skills refer to the specific thinking skills a person uses when faced with a challenge. Some problems require the use of many skills, while others are simple and may only require one or two skills.

These are some examples of problem-solving skills for preschoolers , as listed by kent.ac.uk .

• Lateral thinking
• Analytical thinking
• Decision-making skills
• Logical reasoning
• Persistence
• Communication skills
• Negotiation skills

The Importance of Developing Problem-Solving Skills in Early Childhood

Problem solving is a skill that would be difficult to suddenly develop as an adult. While you can still improve a skill at any age, the majority of learning occurs during the early years.

Preschool is the best time for a child to learn to problem solve in a fun way. The benefits of learning early will last a lifetime and the beauty of learning anything at a young age is that it is effortless .

It is like learning to play an instrument or picking up a new language – it’s just much easier and more natural at an early age.

Of all the many things preschoolers need to learn , what makes problem solving so important?

There aren’t many situations in life, at work or at school that don’t require some level of problem resolution.

Child’s play itself is filled with opportunity upon opportunity to solve all kinds of tricky situations and come up with solutions to challenges.

Problem Solving in Preschool

During the foundational years, children are constantly solving problems as they play .

Here are just a few examples of problem solving in early childhood :

• Resolving a fight over the same toy
• Reaching a ball that’s stuck in the tree
• Forming a circle while holding hands
• Making a bridge to connect two block towers
• Tying or untying a shoe
• Making up rules for a new game
• Trying to get the consistency of a mud cake right so it stops falling over

The more creative play opportunities and challenges children are given, the more they get to exercise their problem-solving muscles.

During free play , there are non-stop experiences for this, and parents and teachers can also encourage specific problem-solving skills through guided activities .

Problem Solving for Older Children

During the grades, children experience problems in many forms, some of which may be related to their academic, social and emotional well-being at school. Problems may come in the form of dealing with life issues, such as:

• Problems with friendships
• Struggling to understand something during a lesson
• Learning to balance the demands of sport and homework
• Finding the best way to study for a test
• Asking a teacher for help when needed

Problems will also form a large part of academic life as teachers will be actively developing this skill through various activities, for example:

• Solving a riddle or understanding a work of literature
• Working on projects with a friend
• Finding solutions during science experiments
• Solving mathematical problems
• Solving hypothetical problems during lessons
• Answering questions and completing exam papers

Children who have had practice during preschool will be a lot more capable when facing these challenges.

Solving Problems in Mathematics

Mathematics needs to be mentioned separately as although it is part of schooling, it is such a huge part and it depends heavily on a child’s ability to solve problems.

The entire subject of mathematics is based on solving problems. Whether you are adding 2 and 3, working out how many eggs will fit into each basket, or solving an algebraic expression, there is a problem in every question.

Mathematics is just a series of problems that need to be solved.

What we refer to as problem solving in Maths is usually answering word problems .

The reason many children find these so difficult to answer is that the question is presented as a problem through a story, rather than just numbers with symbols telling you what operation to use (addition, division, etc.)

This means a child is forced to think carefully, understand the problem and determine the best way to solve it.

These problems can involve various units (e.g. mass, capacity or currency) as well as fractions, decimals, equations and angles, to name a few. Problems tend to become more and more complex over the years.

My experience in the classroom has shown that many, many children struggle with solving word problems, from the early grades right into the senior years.

They struggle to analyze the question, understand it, determine what information they’ve been given, and what exactly they are required to solve.

The good news is that exposing a child to regular problem-solving activities and games in preschool can greatly help him to solve word problems later on in school.

If you need one good reason to do these kinds of activities, let it be for a smoother experience in mathematics – a subject so many children unnecessarily fear.

Problem Solving in the Workplace

Adults in the workplace seldom thrive without problem-solving skills. They are required to regularly solve problems .

As adults, employees are expected to independently deal with the frequent challenges, setbacks and problems that are a big part of every working environment.

Those who can face and solve their own problems will go further and cope better than those who seek constant help from others or cannot show initiative.

Some  career websites even refer to problem solving as a universal job skill. They also mention that many employees are not good at it. 

Again, although it may seem far removed, learning this skill at a young age will help a child cope right into adulthood and in the working world.

How to Teach Children Problem-Solving Skills

If early childhood is the best time to grow these skills in your young children, then how does one go about teaching them to toddlers, preschoolers and kindergarteners?

Problem solving can be taught in such a way that you expose your child to various opportunities where they will be faced with challenges.

You would not necessarily sit your 3-year-old down and tell or “teach” him all about fixing problems. Instead, you want to create opportunities for your child to grow this skill .

Using the brain to think and find solutions is a bit like working a muscle over time. Eventually, your muscle gets stronger and can handle more “ weight. ” Your child will learn to problem solve in two ways:

• Incidentally – through free play
• Through guided opportunities provided by a parent or teacher

If you make a point of encouraging thinking through games and activities, your child will develop stronger skills than if you let it all happen incidentally.

Problem-Solving Strategies and Steps

If we take a look at the steps involved in solving a problem, we can see that there are many layers involved and different types of skills. Here are the problem-solving steps according to the University of Ken. 

Step 1: Identify the problem

Step 2: Define the problem

Step 3: Examine the options

Step 4: Act on a plan

Step 5: Look at the consequences

Therefore, activities at a preschool level need not present complicated high-level problems.

• A simple activity such as identifying differences in a picture can work on the first skill needed – identifying a problem.
• Playing with construction toys can develop a child’s ability to try various solutions and examine the options when faced with a problem such as trying to find the best way to build something.
• Playing Tic-Tac-Toe would make a child predict the consequences of placing their mark in a particular square.

The most basic of activities can work on all these skills and make children competent solution finders.

How to Teach Problem Solving with Questions

The language you use around your child and your questioning technique will also greatly affect their understanding of a problem or challenge as merely something waiting for a solution to be found .

While your child is playing or when she comes to you with a problem, ask open-ended questions that will guide her in finding a potential answer independently. Use the steps listed above to formulate your questions.

Here are some examples of questions:

• What do you think made the tower of blocks fall down?
• If we build it again, how can we change the structure so that it won’t fall down next time?
• Is there a better way we can do it? If you think of a different way, we can both try it and see which works better.
• Did that work? The tower fell again so let’s try another solution.

Resist the temptation to fix every one of your child’s problems, including conflict with friends or siblings. These are important opportunities for children to learn how to resolve things by negotiating, thinking and reasoning.

With time, your child will get used to seeing a problem, understanding it, weighing up the options, taking action and evaluating the consequences.

Problems will be seen as challenges to be faced logically and not “problems.”

This post contains affiliate links for educational products that I personally recommend. If you purchase through one of them, I earn a commission at no extra cost to you. Read the terms and conditions for more details.

10 Problem-Solving Activities for Preschoolers

Here are 10 simple, easy games and problem solving activities for kids at home or at school. Many of them are the kinds of activities children should have daily exposure to.

Puzzles are one of the best thinking activities out there. Each puzzle is basically one big set of muddled-up things to be sorted out and put back together again. Find out why puzzles are important for development .

Children should have regular exposure to puzzles. They are great for developing thinking skills.

• Four wooden jigsaw puzzles: a fish, a dog, a cat, and a bird
• 12-piece puzzles

2. Memory games

Memory games will develop your child’s memory and attention to detail.

Use pairs of matching pictures and turn them all face down, shuffled, on a table. Take turns choosing any two cards and turning them face up on the table. If you turn over a matching pair you keep the cards and if the pair doesn’t match, turn the cards back over until it is your turn to try again.

Encourage your child to concentrate and pay attention to where the pictures are and try to find a matching pair on each turn. 

(Get your own set of printable memory card games here!)

3. Building with Construction Toys

Construction toys such as engineering blocks, a proper set of wooden blocks or Legos (shown below) should be a daily staple in your home.

Everything your child builds is a challenge because it requires thinking about what to build and how to put the pieces together to get a design that works and is functional.

Leave your child to construct freely and occasionally set a challenge and ask him to build a specific structure, with conditions. For example:

• Make two towers with a bridge joining them together
• Build a creature that stands on its own and has 3 arms.

Then watch your child wracking his brain until he finds a way to make his structure work.

• STIMULATE CREATIVITY & IMAGINATION: Kids building toy are designed as 110 piece including the 6 building...
• LEARNING BY PLAYING: The STEM building blocks Kit would help to develop the imagination and creativity which...

• 100 solid wood building blocks perfect for hours (and towers!) of fun
• These building toy blocks come in 4 colors and 9 shapes

• Features a wide range of bricks in 29 different colors, Special pieces include 2 different sets of eyes,...
• Special pieces encourage imaginative building with endless possibilities

4.  Activity Books

These activity books are really fun and develop a child’s ability to identify problems and search for information.

• Pomaska, Anna (Author)
• English (Publication Language)

• Handford, Martin (Author)

• Books, Webber (Author)

5. Following Patterns

This simple activity can be played with a set of coloured blocks, shapes or counters.

Simply make a pattern with the blocks and ask your child to continue it. Vary the pattern by changing the colours, shapes or sizes.

This activity will train your child to analyse the given information, make sense of it, recognise the pattern and re-create it.

6. Story Time Questions

Get into the habit of asking questions during your daily story time that develop higher-order thinking skills . Instead of just reading and your child passively listening, ask questions throughout, concentrating on solving problems.

Here are some examples:

• Why do you think the bear did that?
• Do you think his friend will be happy? Why?
• What would you do if you were the monkey?
• How do you think Peter can make things better with his friend?
• If the crocodile had decided not to eat the rabbit, how could the story have ended?

7. Board Games

Board games are an excellent way to develop problem-solving skills.

Start off with simple games like Ludo and Snakes and Ladders to teach the skill of following rules and moving in a logical sequence.

• Double-Header: Enjoy two classic games in Ludo and Snakes and Ladders on this double-faced game board
• Old Classic For A New Generation: Share timeless family games with a new generation of fun, dice rolling...

Card games like Go Fish are also great for teaching young children to think ahead and solve problems.

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8.  Tic-Tac-Toe

This is a perfect game to teach decision-making skills , thinking before acting and weighing up the possible consequences.

Use a Tic Tac Toe Board or d raw a simple table like the one above on paper or a chalkboard.

• Wooden tic-tac-toe game board with eye-catching red, orange, blue, and green color pattern
• Includes white-framed wooden board with indented squares for mess-free play, 10 colored x and O game tiles,...

Take turns to add a nought or a cross to the table and see who can make a row of three first.

Your child will probably catch on in no time and start thinking carefully before placing their symbol. This game can also be played with coloured counters or different objects.

9. Classifying and Grouping Activities

This activity can be done with a tin of buttons or beads or even by unpacking the dishwasher. The idea is to teach the skill of classifying and categorizing information by learning with physical objects. Here are some other ideas for categorizing:

• Separate the washing – mom’s clothes, dad’s clothes, etc; or socks, tops, shorts, etc.
• Empty out the cutlery drawer for cleaning, mix all the utensils up and then sort into knives, tablespoons, teaspoons, etc.
• Classify and sort out the toys in your child’s bedroom together – all books, construction toys, soft toys, etc.
• Play category games .

Here are more button activities for kids .

10. Building a Maze

This activity is lots of fun and suitable for any age. It is also going to be way more fun than doing a maze in an activity book, especially for younger children.

Draw a big maze on the paving with sidewalk chalk . Make passages, including one or two that end in a dead-end. Teach your child to find her way out .

• Non-Toxic Formula: Our sidewalk chalk is specially formulated to minimize chalk dust and is safe for indoor...
• Convenient Packaging: Comes in a 20-piece plastic bucket with a lid and handle for easy transport and storage.

As your child gets better at figuring out a route and finding the way out, make the maze more complex and add more dead-end passages.

Are you a preschool teacher or working in Early Childhood Education? Would you like to receive regular emails with useful tips and play-based activity ideas to try with your children? Sign up for the newsletter!

This site uses Akismet to reduce spam. Learn how your comment data is processed .

Friday 3rd of June 2022

hi maam , This Is Uma from India,Can i get this in pdf format or a book. Thank You

Tanja Mcilroy

Monday 6th of June 2022

Hi Uma, thanks for your message. These articles are not available in PDF, but you are welcome to copy and paste them from the website, as long as you add the reference: https://empoweredparents.co/problem-solving-activities-preschoolers/ Thanks for reading!

Wednesday 20th of May 2020

Very very useful content. Good work. Thank you.

Friday 22nd of May 2020

Thanks Ann.

Tuesday 19th of May 2020

Would like to download the free activity pack please.

Hi Kelly, Please download the activity pack on this page: www.empoweredparents.co

Discovery Play with Littles

2:01 pm ·

15 Powerful Problem Solving Activities for Toddlers and Preschoolers

I looked over to her table and she’s crying. Again. While everyone else is happily working away, she sat there, unable to move, just crying. 

Not asking for help.

Not trying to solve her problem.

Just crying.

I took a deep breath before heading over. We’ve already been at this for several months…isn’t it about time the problem-solving has kicked in yet?

One glance and I could tell what her problem was. She didn’t have her pencil.

Know how I knew?

It laid on the floor beside her. In plain sight.

As a kindergarten teacher, I don’t jump right in and solve problems for kids. It’s good for them to try to solve the problem themselves. This is something she struggled with. 

I reminded myself of the need for patience and empathy as I walked up to her. “What’s wrong, Amanda?” 

“I…can’t…find…my…pencil….” she sputtered out between sobs. 

“Ok, that’s a problem we can solve. What have you tried?” 

“I don’t know.” 

After a long time trying to first, calm her down, and second, come up with some strategies she could try, she finally found her pencil. At that point, everyone else had finished the project. 

What is Problem Solving?

Problem-solving is the process of finding a solution to your problem . This can be quite tricky for some young children, especially those with little experience in finding more than one way to solve a problem.

Why is Problem Solving Important? 

Problem-solving skills are used throughout childhood into adulthood. As adults, we solve problems on a daily basis. Some problems we solve without thinking much- I wanted to make tacos for dinner but forgot to buy the ground beef. What are we going to have for dinner now?

Other problems are significantly more complicated. 

Problems for kiddos can be problems with friendships, the inability to find something that’s needed, or even what to do when things don’t go your way. 

Kids who lack problem-solving skills struggle to maintain friendships or even begin to attempt to solve their own problems. 

Children who lack problem-solving skills are at a higher risk for depression as well.

What Are Problem-Solving Skills?

Problem-solving skills are:

• Breaking Down a Problem into Smaller Parts
• Communication
• Decision-making
• Logical Reasoning
• Perseverance

That’s a big list to teach toddlers and preschoolers. Where do you begin?

The Problem-Solving Steps

Sometimes kids are so overwhelmed with frustration that it affects their ability to solve problems.

Kids feel safe in routines, and routines help them learn and grow. After a few times of repeating this routine, you’ll find your kiddo starts to do this on their own. 

It’s important not to skip straight to solving the problem , because your kiddo needs to be in a calm state of mind to solve the problem, and also they need to know their feelings are valid. 

• The first thing to do when your kiddo is struggling with problem-solving is to validate their emotions.

In doing this, they will feel more understood and learn that their emotions are okay. There are no bad feelings, and we must learn how to manage our emotions. 

This might sound something like “Oh, I can see you are really frustrated that the block won’t fit on there right. Let’s take some deep breaths to help us calm down before we think about what to do next.”

• Next, work through your calm-down process . This may be taking some deep breaths together, hugging a stuffie, or giving your kiddo some quiet time to calm down their heart and mind.
• Identify the problem . This sounds like something you may have already done (before the meltdown) but it’s important to be very clear on the problem you’re solving. Have the child tell you their problem out loud.
• Move on to solution-finding . When your kiddo is ready, talk about what the problem is and three possible solutions. When possible, let your kiddo do all of the talking. This allows him to practice his problem-solving skills. It’s important to remind him that the first thing he tries may not work, and that’s ok. There’s always another way to solve the problem. If he’s prepared for this, solutions that don’t work won’t be such a frustrating experience. 
• After you’ve done that, test your solutions one by one. See what works. If you haven’t found a solution yet, go back and think of different ways you might be able to solve your problem and try again.

Are you tired of hearing “It’s TOO HARD!” followed by a meltdown?

Using this one simple phrase you’ll get in this powerful lesson, you’ll not only be able to help your kiddo not give up but you’ll:

>Activate their superpower of perseverance so that they can turn around a meltdown and keep trying

>Inspire them to use perseverance …even when it’s hard

>Teach them to recognize the warning signs of giving up , and how to turn it around by taking control of their choices.

Grab your powerful FREE video lesson to teach your kiddo one of the most powerful keys to perseverance.

Powerful Activities that Teach Problem-Solving Skills to Toddlers & Preschoolers

These activities below may look simple, but don’t let that deter you from trying them. A lot happens in little developing brains and these powerful activities help toddlers and preschoolers make connections and develop {many} essential skills-more than just problem-solving.

As an Amazon Associate, I earn from qualifying purchases at no additional cost to you.  

Puzzles are fun and a great way to encourage cognitive development in children. They are great for spacial reasoning and strengthening problem-solving skills. They also develop memory skills, critical thinking, and the ability to plan and execute the plan. Toddlers will enjoy the simple puzzles, and preschoolers will do great with floor puzzles with larger puzzle pieces.

Doing Simple Chores

Doing simple chores is a great way to teach children problem-solving skills, and it strengthens responsibility and perseverance as well. 

During the toddler years , you may start with just picking up their toys, or helping you put their dirty clothes in the hamper. 

Preschoolers can take their dirty dishes to the sink (or load them in the dishwasher), collect the trash, dust, wipe baseboards, and do their own personal care items like making their bed, taking care of their dirty clothes, and putting clean clothes away.

Stacking Rings

When watching a toddler play with stacking rings it doesn’t look like much is happening, but playing with these toys is full of ways to encourage development. It helps with visual and spacial perception and planning ahead, but it also with balance control, crossing the midline, creative play, and gross motor skills. Not to mention it’s a great opportunity to practice problem-solving. 

Playing Hide-and-Seek

Hide and seek has many surprising benefits for kids. Playing hide and seek is like a treasure hunt that helps develop gross motor skills and encourages physical development, as well as problem-solving skills. It also helps young children develop visual tracking, working memory, and social-emotional skills.

Imaginative Play

Imaginative play (also called role-play) builds important skills. Through pretending to be in different situations, kids develop social skills, emotional skills, better communication, and problem-solving skills. Imaginative play is a great idea for young toddlers all the way to older children.

Free Play 

Many young children don’t have {enough} time for free play. Free play is important for healthy brain development , not only developing imagination, cooperation, physical skills, and independence but also providing a great opportunity to strengthen problem-solving skills. 

Playing with Wooden Blocks

Building blocks are a fun way for children to develop creative thinking, imagination, problem-solving, fine motor skills, and if working with others, cooperation, communication, and friendship.

Playing Memory

Memory games improve attention, focus, visual recognition, and concentration. It helps children recognize details and of course, strengthens problem-solving skills. 

Ask Questions

When I see my son struggling with something, my first instinct is to give him choices or at least lead him in the right direction. The better thing to do is to ask very open-ended questions that lead his process, not his thoughts.

Questions like “What’s one way to solve your problem?” are much more effective in teaching problem-solving skills than “Well, where did you last see your stuffy?” 

Read Books and Social Stories

Reading books is one of my favorite ways to teach any skill. It’s extremely effective at teaching, and it’s also an amazing bonding time with kids.

When we read stories, our brain reacts as if we’re living in the story. This is why reading books about skills such as problem-solving is so effective. 

Kids of all ages learn from the people they love . (Yes, even those older kids who you don’t think are paying attention.) Often as adults, we’re too busy going through our daily routine to think about talking about the way we solved the problem at work that day.

Talking about how you use skills such as problem-solving, perseverance, and integrity is a great way to set an example, and an expectation that this is how we do things, and it will provide encouragement for your kiddo to do the same.

Scavenger Hunts

Scavenger hunts are a great group activity that can strengthen your child’s logical thinking and problem-solving skills.

When Your Kiddo is Ready, Add These Activities

Preschoolers would benefit from all of the fun activities on the list above and when they’re ready, feel free to add in the following activities.   

Mazes are great for problem-solving and perseverance, but your kiddo will need to have decent fine motor skills to do these activities. Mazes are one of our favorite activities. We love to take our activity book of mazes in the car with us for road trips. 

Board Games  

Board games are a good way to strengthen problem-solving, teamwork, planning skills, patience, sportsmanship, and communication skills. They also strengthen family relationships by providing some intentional time of connection .

Any board game can also be turned into an academic game with just a deck of cards for whatever skill you’re working on. If you’re working on the alphabet, put one letter on each card. Before each player’s turn, they draw a letter card and say the letter’s name. (You may accidentally forget the name of a letter every now and then to see if your kiddo is really paying attention!) 

Allow Opportunities for Hands-On Investigations

Kids are tactile. They love to touch and explore things with their hands. This is a good activity for toddlers also, as long as they are out of the putting everything in their mouth stage. Hands-on exploration is great for language development, sensory exploration, and problem-solving.

Allowing kids to investigate with their hands allows them to see how the world works up close. It also gives them time and space to try to make things work…and problem-solve when it doesn’t go as they think it should.

The Most Difficult Way (and Most Important Way) To Strengthen Problem-Solving Skills

Watching our kids struggle is hard ! We don’t want to see them having a hard time…and most of the time we don’t want to deal with the impending meltdown. Standing back and giving our kids time and space to work through even simple problems is hard to do. It’s also the most important way to strengthen problem-solving skills. 

As parents, we’re like frogs in boiling water. When our kids are infants, they need us to recognize their needs and solve them immediately. As they get older, they can point to what they want, but we still have a lot of interpreting and problem-solving to do on our own. If we aren’t careful, we stay in this stage and don’t teach our kiddos the steps to problem-solving for themselves. 

The next most difficult thing? Allowing natural consequences to happen. (As long as your child is safe of course.) If your child saves their money for a long time to buy a new toy, but walks down the toy aisle and picks up something you know they’ll be disappointed with, let it happen. It will teach a valuable lesson that will last for years to come.

Another Essential Part of Problem-Solving

Perseverance is a big part of problem-solving. We are rarely able to solve problems the first time, and it’s essential that kids can find more than one solution to a problem. Studies have found that perseverance is actually the biggest predictor of success, even more than aptitude or raw talent. 

An entire module is dedicated to perseverance in our course for kids, Super Kid Adventures . Your kiddo will get 25 teacher-led lessons on character traits (perseverance, empathy, friendship, responsibility, and wellness) and activities that take their learning further. 

Want a free preview? Grab a FREE Perseverance video lesson that teaches your kiddo one of the most important secrets that help them use perseverance.

Want More? 

If you like this, you’ll love: 

The Ultimate List of Books that Teach Perseverance

7 Simple Ways to Encourage Independence in Young Children

How to Help Your Child Develop Self-Help Skills

Your Turn 

What are your favorite ways to teach problem-solving skills?

About Elizabeth

Elizabeth is a mama of two boys, a former teacher, and the founder of Discovery Play with Littles. Her mission is to make raising kids with character simple and fun. Join us for our best learning through play ideas, character growth activities, and family connection ideas so you can watch your child thrive.

Reader Interactions

As a SLP trying to guide parents as I work with their child. I would like to know what toys to recommend to my parents as I assist in guiding their child’s development in cognition and expressive language.

Perseverance is the biggest predictor of success, even more than raw talent or aptitude.

Grab a FREE lesson to teach your kiddo one of the keys to perseverance...which is how we talk to our brains.

They'll learn what to say when they encounter something difficult, and why it's so important.

PLAY is often talked about as if it were a relief from serious learning. But for children play is serious learning. Play is really the work of childhood. -Mr. Rogers

History Daily

New Orleans teens solve 2,000-year-old math problem

Posted: May 11, 2024 | Last updated: May 11, 2024

Some ingenuity

Teacher Michelle Blouin Williams initiated a math competition with a bonus question tasking students to develop a new proof for the Pythagorean theorem using trigonometry, without anticipating that anyone would successfully tackle the challenge.  

She said, “I was just looking for some ingenuity.”   

Williams' expectations

Calcea Johnson and Ne’Kiya Jackson exceeded Williams' expectations by successfully solving the challenge in 2023.   

St. Mary's Academy

These two teenagers, who were seniors at St. Mary's Academy in New Orleans, a renowned Catholic school for girls with impressive college acceptance and graduation rates, were featured on CBS News' "60 Minutes" to discuss their accomplishment.   

$500 reward

Initially enticed by the math competition's $500 reward, their determination to complete the task intensified as they delved into the complex bonus question.   

Over a period of two months, these high school seniors dedicated themselves to completing their proof.  

Pages and pages

During an interview with "60 Minutes," CeCe Johnson, the mother of Calcea, said “It was pages and pages and pages of, like, over 20 or 30 pages for this one problem.”  

The garbage can

Her father, Cal Johnson, added, “Yeah, the garbage can was full of papers, which she would, you know, work out the problems and — if that didn’t work she would ball it up, throw it in the trash.”  

Upon completion

Upon completion, the teachers at St. Mary's Academy acknowledged the significance of Calcea and Ne'Kiya's achievement and submitted their proof to the American Mathematical Society for recognition at a conference in March 2023, where the students presented their findings.  

The Pythagorean theorem

The Pythagorean theorem, at its core, states that knowing the lengths of two sides of a right triangle allows you to determine the length of the third side using the formula a² + b² = c².   

While commonly attributed to the Greek mathematician Pythagoras, historical evidence suggests its existence in Babylon and Iron Age India. This theorem finds practical applications in construction, architecture, navigation, and surveying.  

A mathematical proof

A mathematical proof is a logical argument that demonstrates the truth of a mathematical theorem. American mathematician Daniel Kane likens proofs to essays, but rooted in mathematical concepts.  

Using trigonometry

As per the "60 Minutes" segment, “there had been more than 300 documented proofs of the Pythagorean Theorem using algebra and geometry, but for 2,000 years a proof using trigonometry was thought to be impossible.”  

Mathematician Elisha Loomis

Back in 1927, mathematician Elisha Loomis made a statement in his book "The Pythagorean Proposition." Loomis contended that a trigonometric proof of the theorem was impossible as it would create a circular argument.  

Stuart Anderson

Stuart Anderson, a retired mathematics professor from Texas A&M University-Commerce, mentioned to Scientific American, “A lot of the basic trig ‘identities’ are nothing more than Pythagoras’ theorem.”  

Trigonometric functions

Loomis contended that attempting to use trigonometric functions to prove the Pythagorean theorem would result in a circular reasoning loop, as the functions themselves are built upon the theorem. This, according to Loomis, would constitute a fundamental mathematical mistake.  

The law of sines

As reported by Scientific American, the teenagers challenged this notion during their presentation in 2023 and stated that “a trigonometric identity called the law of sines didn’t depend on the Pythagorean theorem and that they could use it to prove the theorem.”  

Final peer review

Calcea and Ne'Kiya are now part of a select few who have achieved a similar milestone, such as mathematician Jason Zimba, who developed a new proof in 2009. They submitted their proof for the final peer review earlier this year and are actively working on crafting additional proofs.  

In recognition

In recognition of their accomplishment, the teenagers were honored with the keys to the city of New Orleans and received commendations from the governor of Louisiana, along with other public acknowledgments.  

Widespread recognition

Despite the widespread recognition of their accomplishment which “blew up,” as Ne'Kiya expressed it, the two students maintain their humility and even chuckled at being labeled as geniuses.  

Surprised and skeptical

Upon the revelation of their achievement, there were individuals who appeared surprised and skeptical, dismissing the news as untrue, as mentioned by St. Mary's president Pamela Rogers during the interview.  

African Americans

“They were saying, ‘Oh, they could not have done it. African Americans don’t have the brains to do it.’ ... People — have a vision of who can be successful. And — to some people, it is not always an African American female. And to us, it’s always an African American female.”  

The significant reaction

When questioned by interviewer Bill Whitaker about their thoughts on the significant reaction, Ne’Kiya said, “Probably because we’re African American, one. And we’re also women. So I think — oh, and our age. Of course our ages probably played a big part.”  

Great mathematical achievement

“I’d like to actually be celebrated for what it is. Like, it’s a great mathematical achievement,” she continued.  

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Watch CBS News

Teens come up with trigonometry proof for Pythagorean Theorem, a problem that stumped math world for centuries

By Bill Whitaker

May 5, 2024 / 7:00 PM EDT / CBS News

As the school year ends, many students will be only too happy to see math classes in their rearview mirrors. It may seem to some of us non-mathematicians that geometry and trigonometry were created by the Greeks as a form of torture, so imagine our amazement when we heard two high school seniors had proved a mathematical puzzle that was thought to be impossible for 2,000 years. 

We met Calcea Johnson and Ne'Kiya Jackson at their all-girls Catholic high school in New Orleans. We expected to find two mathematical prodigies.

Instead, we found at St. Mary's Academy , all students are told their possibilities are boundless.

Come Mardi Gras season, New Orleans is alive with colorful parades, replete with floats, and beads, and high school marching bands.

In a city where uniqueness is celebrated, St. Mary's stands out – with young African American women playing trombones and tubas, twirling batons and dancing - doing it all, which defines St. Mary's, students told us.

Junior Christina Blazio says the school instills in them they have the ability to accomplish anything. 

Christina Blazio: That is kinda a standard here. So we aim very high - like, our aim is excellence for all students. 

The private Catholic elementary and high school sits behind the Sisters of the Holy Family Convent in New Orleans East. The academy was started by an African American nun for young Black women just after the Civil War. The church still supports the school with the help of alumni.

In December 2022, seniors Ne'Kiya Jackson and Calcea Johnson were working on a school-wide math contest that came with a cash prize.

Ne'Kiya Jackson: I was motivated because there was a monetary incentive.

Calcea Johnson: 'Cause I was like, "$500 is a lot of money. So I-- I would like to at least try."

Both were staring down the thorny bonus question.

Bill Whitaker: So tell me, what was this bonus question?

Calcea Johnson: It was to create a new proof of the Pythagorean Theorem. And it kind of gave you a few guidelines on how would you start a proof.

The seniors were familiar with the Pythagorean Theorem, a fundamental principle of geometry. You may remember it from high school: a² + b² = c². In plain English, when you know the length of two sides of a right triangle, you can figure out the length of the third.

Both had studied geometry and some trigonometry, and both told us math was not easy. What no one told  them  was there had been more than 300 documented proofs of the Pythagorean Theorem using algebra and geometry, but for 2,000 years a proof using trigonometry was thought to be impossible, … and that was the bonus question facing them.

Bill Whitaker: When you looked at the question did you think, "Boy, this is hard"?

Ne'Kiya Jackson: Yeah. 

Bill Whitaker: What motivated you to say, "Well, I'm going to try this"?

Calcea Johnson: I think I was like, "I started something. I need to finish it." 

Bill Whitaker: So you just kept on going.

Calcea Johnson: Yeah.

For two months that winter, they spent almost all their free time working on the proof.

CeCe Johnson: She was like, "Mom, this is a little bit too much."

CeCe and Cal Johnson are Calcea's parents.

CeCe Johnson:   So then I started looking at what she really was doing. And it was pages and pages and pages of, like, over 20 or 30 pages for this one problem.

Cal Johnson: Yeah, the garbage can was full of papers, which she would, you know, work out the problems and-- if that didn't work she would ball it up, throw it in the trash. 

Bill Whitaker: Did you look at the problem? 

Neliska Jackson is Ne'Kiya's mother.

Neliska Jackson: Personally I did not. 'Cause most of the time I don't understand what she's doing (laughter).

Michelle Blouin Williams: What if we did this, what if I write this? Does this help? ax² plus ….

Their math teacher, Michelle Blouin Williams, initiated the math contest.

Bill Whitaker: And did you think anyone would solve it?

Michelle Blouin Williams: Well, I wasn't necessarily looking for a solve. So, no, I didn't—

Bill Whitaker: What were you looking for?

Michelle Blouin Williams: I was just looking for some ingenuity, you know—

Calcea and Ne'Kiya delivered on that! They tried to explain their groundbreaking work to 60 Minutes. Calcea's proof is appropriately titled the Waffle Cone.

Calcea Johnson: So to start the proof, we start with just a regular right triangle where the angle in the corner is 90°. And the two angles are alpha and beta.

Bill Whitaker: Uh-huh

Calcea Johnson: So then what we do next is we draw a second congruent, which means they're equal in size. But then we start creating similar but smaller right triangles going in a pattern like this. And then it continues for infinity. And eventually it creates this larger waffle cone shape.

Calcea Johnson: Am I going a little too—

Bill Whitaker: You've been beyond me since the beginning. (laughter) 

Bill Whitaker: So how did you figure out the proof?

Ne'Kiya Jackson: Okay. So you have a right triangle, 90° angle, alpha and beta.

Bill Whitaker: Then what did you do?

Ne'Kiya Jackson: Okay, I have a right triangle inside of the circle. And I have a perpendicular bisector at OP to divide the triangle to make that small right triangle. And that's basically what I used for the proof. That's the proof.

Bill Whitaker: That's what I call amazing.

Ne'Kiya Jackson: Well, thank you.

There had been one other documented proof of the theorem using trigonometry by mathematician Jason Zimba in 2009 – one in 2,000 years. Now it seems Ne'Kiya and Calcea have joined perhaps the most exclusive club in mathematics. 

Bill Whitaker: So you both independently came up with proof that only used trigonometry.

Ne'Kiya Jackson: Yes.

Bill Whitaker: So are you math geniuses?

Calcea Johnson: I think that's a stretch. 

Bill Whitaker: If not genius, you're really smart at math.

Ne'Kiya Jackson: Not at all. (laugh) 

To document Calcea and Ne'Kiya's work, math teachers at St. Mary's submitted their proofs to an American Mathematical Society conference in Atlanta in March 2023.

Ne'Kiya Jackson: Well, our teacher approached us and was like, "Hey, you might be able to actually present this," I was like, "Are you joking?" But she wasn't. So we went. I got up there. We presented and it went well, and it blew up.

Bill Whitaker: It blew up.

Calcea Johnson: Yeah. 

Ne'Kiya Jackson: It blew up.

Bill Whitaker: Yeah. What was the blowup like?

Calcea Johnson: Insane, unexpected, crazy, honestly.

It took millenia to prove, but just a minute for word of their accomplishment to go around the world. They got a write-up in South Korea and a shout-out from former first lady Michelle Obama, a commendation from the governor and keys to the city of New Orleans. 

Bill Whitaker: Why do you think so many people found what you did to be so impressive?

Ne'Kiya Jackson: Probably because we're African American, one. And we're also women. So I think-- oh, and our age. Of course our ages probably played a big part.

Bill Whitaker: So you think people were surprised that young African American women, could do such a thing?

Calcea Johnson: Yeah, definitely.

Ne'Kiya Jackson: I'd like to actually be celebrated for what it is. Like, it's a great mathematical achievement.

Achievement, that's a word you hear often around St. Mary's academy. Calcea and Ne'Kiya follow a long line of barrier-breaking graduates. 

The late queen of Creole cooking, Leah Chase , was an alum. so was the first African-American female New Orleans police chief, Michelle Woodfork …

And judge for the Fifth Circuit Court of Appeals, Dana Douglas. Math teacher Michelle Blouin Williams told us Calcea and Ne'Kiya are typical St. Mary's students.  

Bill Whitaker: They're not unicorns.

Michelle Blouin Williams: Oh, no no. If they are unicorns, then every single lady that has matriculated through this school is a beautiful, Black unicorn.

Pamela Rogers: You're good?

Pamela Rogers, St. Mary's president and interim principal, told us the students hear that message from the moment they walk in the door.

Pamela Rogers: We believe all students can succeed, all students can learn. It does not matter the environment that you live in. 

Bill Whitaker: So when word went out that two of your students had solved this almost impossible math problem, were they universally applauded?

Pamela Rogers: In this community, they were greatly applauded. Across the country, there were many naysayers.

Bill Whitaker: What were they saying?

Pamela Rogers: They were saying, "Oh, they could not have done it. African Americans don't have the brains to do it." Of course, we sheltered our girls from that. But we absolutely did not expect it to come in the volume that it came.  

Bill Whitaker: And after such a wonderful achievement.

Pamela Rogers: People-- have a vision of who can be successful. And-- to some people, it is not always an African American female. And to us, it's always an African American female.

Gloria Ladson-Billings: What we know is when teachers lay out some expectations that say, "You can do this," kids will work as hard as they can to do it.

Gloria Ladson-Billings, professor emeritus at the University of Wisconsin, has studied how best to teach African American students. She told us an encouraging teacher can change a life.

Bill Whitaker: And what's the difference, say, between having a teacher like that and a whole school dedicated to the excellence of these students?

Gloria Ladson-Billings: So a whole school is almost like being in Heaven. 

Bill Whitaker: What do you mean by that?

Gloria Ladson-Billings: Many of our young people have their ceilings lowered, that somewhere around fourth or fifth grade, their thoughts are, "I'm not going to be anything special." What I think is probably happening at St. Mary's is young women come in as, perhaps, ninth graders and are told, "Here's what we expect to happen. And here's how we're going to help you get there."

At St. Mary's, half the students get scholarships, subsidized by fundraising to defray the $8,000 a year tuition. Here, there's no test to get in, but expectations are high and rules are strict: no cellphones, modest skirts, hair must be its natural color.

Students Rayah Siddiq, Summer Forde, Carissa Washington, Tatum Williams and Christina Blazio told us they appreciate the rules and rigor.

Rayah Siddiq: Especially the standards that they set for us. They're very high. And I don't think that's ever going to change.

Bill Whitaker: So is there a heart, a philosophy, an essence to St. Mary's?

Summer Forde: The sisterhood—

Carissa Washington: Sisterhood.

Tatum Williams: Sisterhood.

Bill Whitaker: The sisterhood?

Voices: Yes.

Bill Whitaker: And you don't mean the nuns. You mean-- (laughter)

Christina Blazio: I mean, yeah. The community—

Bill Whitaker: So when you're here, there's just no question that you're going to go on to college.

Rayah Siddiq: College is all they talk about. (laughter) 

Pamela Rogers: … and Arizona State University (Cheering)

Principal Rogers announces to her 615 students the colleges where every senior has been accepted.

Bill Whitaker: So for 17 years, you've had a 100% graduation rate—

Pamela Rogers: Yes.

Bill Whitaker: --and a 100% college acceptance rate?

Pamela Rogers: That's correct.

Last year when Ne'Kiya and Calcea graduated, all their classmates went to college and got scholarships. Ne'Kiya got a full ride to the pharmacy school at Xavier University in New Orleans. Calcea, the class valedictorian, is studying environmental engineering at Louisiana State University.

Bill Whitaker: So wait a minute. Neither one of you is going to pursue a career in math?

Both: No. (laugh)

Calcea Johnson: I may take up a minor in math. But I don't want that to be my job job.

Ne'Kiya Jackson: Yeah. People might expect too much out of me if (laugh) I become a mathematician. (laugh)

But math is not completely in their rear-view mirrors. This spring they submitted their high school proofs for final peer review and publication … and are still working on further proofs of the Pythagorean Theorem. Since their first two …

Calcea Johnson: We found five. And then we found a general format that could potentially produce at least five additional proofs.

Bill Whitaker: And you're not math geniuses?

Bill Whitaker: I'm not buying it. (laughs)

Produced by Sara Kuzmarov. Associate producer, Mariah B. Campbell. Edited by Daniel J. Glucksman.

Bill Whitaker is an award-winning journalist and 60 Minutes correspondent who has covered major news stories, domestically and across the globe, for more than four decades with CBS News.

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18-year-old with no arms or legs learns to drive with the help of a custom-made truck

DECORAH, Iowa ( KCRG /Gray News) - A young man in Iowa who was born without arms or feet is learning how to drive with a custom-made truck.

Anders Lovstuen is getting ready to graduate high school while also learning how to drive with his disability.

The 18-year-old was helped by experts from Maine and Texas to make the adaptive vehicle possible.

“There are solutions out there to a lot of problems that you didn’t even know existed,” Lovstuen said.

Despite being born without limbs, Lovstuen said this has not affected how he approaches life.

“I’ve never really known anything different,” he said. “So you know it’s not necessarily ... Yeah, there are a few things I can’t do, but most things I can do, even if I do them a little bit differently than everybody else.”

That includes driving.

When he was 15 years old, Lovstuen reached out to his local Vocational Rehabilitation Services to see what his options were for driving.

The VR in Decorah reached back out and got Lovstuen in contact with Texas-based company Driving Ambitions, which helps people with disabilities drive.

From there Lovstuen trained on an outfitted van learning all the controls. But because he lives on a gravel road, they quickly learned he needed something a bit bigger.

So, they looked into Maine-based company Electronic Mobility Controls . They were able to outfit a truck with everything Lovstuen needed to drive.

“Little regular things like that really help sink in the magnitude of me being able to drive and, you know, go places and do things that I want to do,” Lovstuen said.

When the truck was outfitted, it was shipped to Iowa for Lovstuen to complete his training.

To maneuver the truck, Lovstuen uses a joystick with his shoulder. He uses a touch screen with his nose for things like putting the truck into gear.

Michael Courtney, a driver evaluator for Driving Ambition, said the 18-year-old will go through 40 hours of training.

“It’s very comprehensive. We take them everywhere in between the parking lot to the freeway and of course, working on parking and everything else, getting them prepared to be able to control the vehicle,” Courtney said.

Once he passes the driver’s exam, Lovstuen said he plans to drive himself to graduation parties and out to see his show cattle on his grandfather and uncle’s farm.

“I can just go there by myself,” he said.

Lovstuen said those with disabilities should never give up on their independence.

“If you really look hard, there a lot of problems have already been solved that you might not think would have,” he said. “Yeah, there’s a lot of different cool stuff out there.”

Copyright 2024 KCRG via Gray Media Group, Inc. All rights reserved.

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