Creating Young Thinkers: Three Big Ideas For Cultivating Curiosity, Imagination and Problem Solving

I recently engaged some teachers in a small group problem-solving task. Each team was given an index card, a drinking straw, a rubber band and a paper cup. Teams were to choose any TWO items to create an object that would fly 10 feet.  I observed teams as they worked. Some huddled and whispered, while others scanned the room or tried an idea. Some teams asked questions, but others created their object and stuck with it. Folded cards resembled paper airplanes and rubber bands became makeshift slingshots. There was plenty of talk, interaction and laughter. 

Let’s Think About Thinking

Sharing was fun, but the end products weren’t the focus of this activity. The goal was to get teachers thinking about the task, how they approached it and what strategies they used to problem solve. The aim was to shift thinking from these familiar items to an unexpected creation. We discussed and reflected on thinking skills like visualizing, brainstorming, trial and error as they considered ways to deepen learning in the young children they teach. 

Deepening learning begins with thinking teachers. It goes beyond imparting knowledge, giving directions or eliciting rote answers. When we teach children to think, their knowledge is no longer limited to our knowledge.  It becomes limitless. Children are wired to be thinkers, but complex thinking skills are just like other skills. They are strengthened when cultivated by teachers and practiced by learners. These three big ideas are essential for creating a learning environment that fosters curiosity, imagination and problem solving. 

Big Idea #1:  Safety and Connection

Emotional safety and connection are prerequisite to deepening learning. They are reinforced through strong relationships and a positive classroom community.  Experiencing chronic stress, fear, threat or social disconnection disables the part of the brain where higher order thinking skills are accessed. Circumstances outside of school that may affect children detrimentally are beyond your control. That’s why it’s critical for your classroom be a place where children feel supported and cared for as they learn new skills, practice procedures, manage expectations, develop friendships and experience a sense of belonging.  Brain science has taught us that young children must feel emotionally safe and socially connected, in order to be ready, willing or able to learn new skills.

Big Idea #2:  Make Your Classroom a Place of Continuous Wonder

The flying object activity began with each team receiving familiar, but unrelated items, prompting them to think, “I’m curious.  I wonder what we’ll do next.”  I invited them to play with ideas that shifted them from the familiar to the unexpected. Creations were flown, thrown and launched.  Not every object flew 10 feet.  But imaginations were engaged as everyone tackled the task.  Here are tips for creating your place of wonder:

·       Create an initiative-rich environment.  Age appropriate choices balanced with reasonable boundaries give children confidence to take risks and explore. Incorporate materials that children can use in various ways.  It increases independence and inspires children to act on an idea and try again if it doesn’t work.

·       Multi-sensory, experiential learning is a MUST.  Children learn by doing things: moving, touching, constructing, deconstructing, observing, talking and of course failure.  Sensory activities encourage investigation and strengthen brain connections. Integrate both indoor and outdoor sensory ideas across content areas. Create opportunities for teacher-directed, child-centered and collaborative ideas.  Providing open-ended exploration and a wide variety of real, found and natural materials will hook even your youngest thinkers. 

·       Be Intentional.  Learning should be fun, but all fun is not learning.  Whether it’s a math game or a nature walk, always know why you’re doing what you’re doing.  Whether it’s a science activity or story time, remain mindful of learning standards, specific skills you’re developing and how children’s thinking is being stimulated.

Big Idea #3:  Questioning Is A Powerful Tool

Questioning is a critical component of communicating and has the potential to ignite complex thinking skills.   To instigate thinking and gain access to children’s knowledge, interests and thought processes, you must ask thoughtful questions.  Actively listen to children’s responses.  Rather than looking for that one “right” answer, keep an open mind about possibilities.  Check out these examples:

·       “Lucy, you’re really focused on that book.  What’s so interesting?”

This question encourages reflection and reveals Lucy’s understanding of the book

·       “Max, have you decided what center you’ll visit first today?”

This question elicits mental planning and engages Max as he waits his turn.

·       “Kyra if you were an author, how would you change the story ending?”

This question encourages thinking about things in new and different ways.

·       “Lola, how did you decide what came next in your pattern?”

Children are often more focused on what their bodies are doing than on what their brains are thinking. “How did you decide?”  or “How did you figure that out?” are questions that develop metacognition, urging learners to think about their thinking.

·       “Kelsey, I know you wanted another turn on the swing. What could you do while you wait?”

This question redirects and refocuses a displeased child and helps to develop self-regulation 

·       “Our art center is a little messy. What could we do to make it look neater?

This question addresses important social skills like working cooperatively and taking personal responsibility for classroom materials. 

·       “I wonder what would happen if you stacked the blue block on top of the small red block?”

Some questions aren’t questions.  “I wonder...” is designed to prompt thinking and investigation. After raising an “I wonder... “question, step back, stop talking and let the child do the thinking.

·       “Tyler wouldn’t you like to clean up now?

Refrain from asking questions you don’t want the answer to.  Tyler struggles with transitions and may ignore you or just say “NO!”  This question suggests that Tyler has a choice.  He doesn’t.  He needs a specific directive and strategies to be successful... not a question. 

Now It’s Your Turn!

Get ready teachers! With these big ideas in your tool box, you can transform your “already amazing” learning experiences by shifting from the familiar to the unexpected.   Get ready to energize young thinkers in your classroom.   Get ready to watch curiosity, imagination and problem solving become joyful learning!

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About the Author:

Cheryl Smith Turner is a seasoned trainer and founder of REACH TLS, LLC., an educational consulting firm based in Atlanta, Georgia.  Cheryl provides educators with tools and strategies for creating a positive climate for learning.  She is a nationally certified trainer for child guidance and management strategies and is a featured presenter for a variety of national staff development organizations.  In Georgia, Cheryl is an state approved trainer III, a Professional Learning Communities (PLC) Facilitator and an approved trainer for Strengthening Families Georgia. Her content includes various topics related to social learning, emotional intelligence, child guidance, life skills and executive function, play-based learning and leadership.  Cheryl engages her audiences with a high-energy, interactive style that combines practical strategies and relevant content with a dash of humor and plenty of fun!  In her free time, Cheryl loves traveling and spending time with her grandkids!