I can problem solve (ICPS): Interpersonal cognitive problem solving for young children

Abstract

Teachers of low‐income preschool and kindergarten children were trained to help youngsters learn to think through and solve typical interpersonal problems with peers and adults. Compared to non‐ trained controls, youngsters trained to think of alternative solutions to problems and consequences to acts most improved in impulsive and inhibited behaviors as observed in the classroom. Training was equally effective in nursery and in kindergarten, though those trained in nursery began school from a better behavioral vantage point. Also, low income children trained at home by their mothers were able to generalize their new problem solving thinking skills to a different setting, the school.