Tag Archives: Problem Solving

Solving Problems – Creating More

It was about 14 months ago that we did a major building project in the playroom space resulting in this combination block storage/housekeeping area counter;


That renovation was done to eliminate a ‘runway’ to the nature area and gain more play space in the housekeeping area.  You can read more about it here.  I loved that design then and I still love it now but it had a minor flaw that became magnified when I made subsequent change to the music/workshop area.

Last winter I reconfigured my office area in the corner of the playroom – I was certain I had written about it but I went through the blog archives and could not find that post.  On the left side of the picture above you can see that the playroom originally had a 3’ x 3’ walkway that leads to a 4’ x 5’ music/workshop area.

This was fine for the workshop and housekeeping areas but when all the children wanted to play instruments and dance there was not much room.  So, I turned my desk which enabled me to add eight square feet to the music area;


The extra space in the music area is wonderful.  Even when building projects from the adjacent block area spill over into the workshop area there is still room for a couple of music lovers to dance too.  The only issue was that the walkway was now very narrow but I figured it would be sufficient since it was just an entrance into a play area.


Still, I did often have to remind children “Please keep moving, this is not a play area”.  I considered making ‘NO STOPPING’ signs or taping diagonal lines on the floor to designate it as a ‘no parking’ area.  Then over the spring and summer we spent most of our time outdoors and I didn’t think about the indoor walkway issue much.

Over the last few months several of our ‘old’ children moved away and new, younger, children have been enrolled.  Now that the remaining older children are at school I only have four children here in the mornings.  The oldest of the four little ones is not quite 2 ½ years old.  The walkway issue is bad – very bad.  In fact, the place where all four walkways converge has become the babies’ favourite ‘gathering’ spot and a dumping ground for toys.


Sitting here they can see it all – my desk to the South, the music area to the West, the housekeeping area to the North, and to the East there is the hallway to the front door/kitchen and stairs.  They think it is the perfect spot.  These little ones don’t read signs or understand the meaning of diagonal lines on the floor. Even the older children are getting frustrated because the babies are always in the way.

They bring bins and baskets from other areas and sit together to play – effectively blocking all four walkways.  I sit on the floor in one of the ‘proper’ play areas and try to entice them to move.  They look at me, smile, and babble as if to say ‘If you want to play with us you’ll have to come and join the circle’.  I am outnumbered.

I have a plan.  I’ve been working on it all week – measuring, imagining, reconfiguring – I think it is going to work.  The indirect guidance necessary to solve the walkway problem but it also creates another one – my plan requires the assistance of someone with power tools.  My husband doesn’t always read my blog but if he’s reading this post – there’s a long weekend coming up, hint, hint….

Summer Group Dynamics

Many people are surprised when I say that I look forward to summer time when the all the children are here for the full day.  I’ve even considered taking my vacation in the spring instead of summer just so I could have even more full days with the children. Unfortunately, closing for vacation in spring, during the school year, would be troublesome for bus schedules and school/work routines so I don’t.  I do, however, take only two weeks of vacation time in the summer instead of three, four, or even more that many other providers choose to take.

Summer is over now and the older children have returned to school.  This year I say that with a sigh of relief.  This summer was very long – and complicated. This was the summer that I wished I had taken more time off.  This was the summer that almost did me in – there were some days that it took so much effort just to unlock the front door and greet the children with a smile.

So why was this summer so troublesome?  There was only one new child in the group; the others have been here for at least a year – and up to six years.  Over the summer I spent a lot of time observing their interactions and reflecting.  There were a couple of children that tended to stand out – not in a good way.  It would be easy to label these children as ‘difficult’.  It would be easy to say that if they were not here then everything would run smoothly.

Easy would not be correct.  Although many of them have been attending here for years this ‘group’ has not been together before.  I actually have 11 children enrolled in my eight childcare spaces because some only attend part time.  Some attend only during school hours while others only attend when school is out.  Some have spent plenty of time together but not recently – and they’ve discovered that their ‘best friend’ has changed since they were together last – they have new interests.  There was a lot of turmoil within this group.

So, here are some of my observations – I’ve given the children bird names because I can’t use their real names and I didn’t want to number them;

Finch is curious, energetic and at times – defiant. Robin is imaginative and often oblivious to the conduct of the rest of the group.  These two have little interest in most group activities but will participate for short periods before wandering away to something they find more interesting.  Sparrow is wildly creative and independent, always has elaborate plans and is proficient at free play.  Sparrow enjoys cooperative group activities but gets frustrated by conflict and will usually return to solitary activities instead.  These three require very little guidance from me.

Canary is bubbly and full of energy but relies on others to make activity choices. Often Canary has difficulty staying on task.  Canary can become deeply engaged in cooperative play activities with Sparrow if not distracted.  Others sometimes take advantage of Canary’s trusting nature and they encourage undesirable behaviour.  Canary can be easily redirected and is never rebellious.

Jay is a keen observer who is very concerned about status and focused on results – definitely product over process.  Easily overwhelmed, Jay is drawn to group activities but rarely participates – preferring to watch or be watched.  When frustrated, Jay resorts to disrupting play in an effort to divide the group into smaller, more manageable clusters.  Jay can play cooperatively with one or two others in a non-competitive activity – preferably something constructive but not challenging.  Jay is very sensitive and views any suggestion or advice as a personal attack.

Pigeon….so wants to be where the action is, hates to be alone and is willing to do anything, absolutely anything, to be a part of the group.  Others often view Pigeon as annoying and therefore avoid contact which intensifies Pigeon’s efforts to be noticed.  Pigeon has little self control and cannot refuse a dare – no matter how outrageous.  Pigeon has great difficulty with unstructured activities but enjoys adult led group activities.  If the others allow it, Pigeon makes a wonderful addition to any group activity.  One rule infraction and Pigeon seems to feel the day is a total loss and any further attempt to behave or cooperate is now pointless.

Crow is extremely intelligent but easily bored and has little interest in most free play activities.  Crow follows instructions impeccably when participating in adult led group activities or working independently.  Within the group Crow’s favourite role is that of ‘puppet master’ – controlling others activities as a form of entertainment.  Crow has superb leadership capabilities which should be used more constructively.  Initiating or encouraging others inappropriate behaviour seems to be a great source of amusement for Crow particularly with Falcon as an accomplice.

Falcon is the oldest/biggest/strongest of the group and also highly competitive. Falcon does not like to play independently or cooperatively.  Falcon excels at constructive activities.  Whenever others are engaged in a cooperative group activity Falcon swoops in and modifies the activity into something where Falcon is most successful and the others either fail or quit playing.

When Crow and Falcon collaborate world domination is possible – and Jay and Pigeon are guaranteed to be casualties.  The others are safe if they have somewhere to play independently – if not, then they will be part of the fallout too.

This was my summer group.  I will not say any one of these children was the sole cause of disturbances nor were any of them completely faultless. It was the group dynamics and it was a very difficult group. Working on ‘prevention’ is so much easier than dealing with the ‘aftermath’ but both were very time consuming endeavours.

I was constantly analyzing and anticipating – trying to determine whether we needed more structured activities or more free play, more group activities or time to be independent.  How could we balance the needs of all the children in this group?

Certainly there was a ‘best’ scenario: Finch and Robin playing independently, Sparrow and Canary playing together in an elaborate imaginary world of their own,  Jay helping Falcon to create another great superstructure and Crow sitting with Pigeon working together on a planned project.  Yet, I couldn’t keep them separated like this indefinitely.  Besides, avoiding conflict will never teach us how to deal with it.

We had some really great times this summer and some terrible, horrible, wish-this-day-never-happened times too.  I didn’t keep score but for the first time I’m very, very glad that summer is over and school has started and the group dynamics have changed.


It was more than five years ago that I first made these;

I used three different sizes of heavy weight cardboard tubes from plastic wrap and tin foil. After cutting the tubes in half I wrapped them with self adhesive shelf liner in a variety of colours.  Later I added some Velcro strips to the ends of some of the tubes.

It was originally an activity that I used as an entry for my CBA portfolio.  Having used ‘disposable’ supplies to create these, I did not intend to use them for so many years but I have been pleasantly surprised.  Maybe because I regularly rotate toys in and out of the playroom they don’t get constant use and last longer.

I put the tubes in the playroom as ‘loose parts’ with no specific purpose and let the children decide what to do with them.  The list of things they come up with is endless. This child has built a ‘robot’ complete with a ‘face’ using a Velcro pineapple from the housekeeping area.

The tubes are also used to make zoos for animals and obstacle courses for cars;

Recently the baby has been making some discoveries with the tubes;

Reaching for one and getting more.  Trying to figure out why they stick together and how to get them apart;

Sometimes finding that it is not only the tubes that get stuck;

Adding a little more challenge to developing mobility.