This learning activity stimulates problem-solving thinking by actively involving children in recognising and tackling real problems. It starts with developing empathy: children learn to put themselves in other people’s shoes and observe situations in which something is not going well. In this way, they learn to recognise problems, which is the first step in solving them. They then analyse the situation to clearly define the problem. By asking questions and distinguishing between main and secondary issues, they learn that a well-formulated problem leads to better solutions. Ideas are then generated in a creative phase in which all suggestions are welcome. This promotes free thinking, collaboration and imagination. The students convert their chosen idea into a prototype — a tangible elaboration such as a drawing, model or digital form. This encourages experimentation and shows that the process is more important than a perfect end result. Finally, the prototype is tested and improved based on feedback. Students learn to reflect, deal with criticism and think in iterations: improving by trying and adapting.
The role of the teacher here is that of a guide: someone who supports the thinking process, asks questions and creates a safe environment in which mistakes are allowed. In this way, children are encouraged to dare to think, do and improve — essential elements of sustainable problem-solving behaviour.