Problem, Solution & Implementation

Problem, Solution & Implementation

This time of year often feels like a fresh start. I remember being so excited to design a welcoming classroom, find new materials to explore, and meet the new children joining my classroom. Something I didn't do enough of was to reflect upon any struggles from the previous year and use this reflection to create an implementation plan.

Something that is all too common in any early childhood program is a hamster wheel of problems & solutions. During our staff meeting, we often discuss issues and concerns, but they resurface repeatedly throughout the school year. This happens because we are good at coming up with solutions but not putting them into practice (implementation). 

For example, I remember working at a program where the discussion of "late parents" kept coming up. There were so many solutions that came up, but no clear way to implement the solutions. This caused many teachers to choose solutions from the discussion, and everyone was doing something different. This led to lots of confusion and very upset families. If there had been one defined solution with an action plan for implementation, the problem would have been truly solved. 

Next time an issue comes up in your program, take time to discuss the actual problem and then brainstorm solutions. You want to keep the brainstorming session on track, so make sure there is someone responsible for leading the discussion. Now look at that list of solutions and choose one that seems like the most straightforward solution at the moment. Next, create an implementation plan. I use my rule of three when creating an implementation plan. What are the three things to do to ensure the issue will be solved?

 

For example, let's go back to the "late parents" discussion. The only thing we are deciding as a group is the plan for typical late pickup. We don't need to plan for extremes since these are situation-based and the responsibility of the program leader. As a group, we decided that we need to put a fee in place for late pickups that the program will then give to the teacher who was on duty at that time. The parents would be notified of this policy, including the start date, etc. Next, the teachers would be given a script that they can use when a caregiver picks up late. Finally, the teacher would fill out a late pickup sheet, which is then given to the parent and the program leader. The follow-up should be the responsibility of the program leader. 

If we want our programs to be warm, nurturing spaces for our children, we need to ensure we are listening to and understanding the needs of the professionals caring for the children. This means program leaders need to investigate issues thoroughly, listen to the solutions brainstormed by the teachers, and then develop a plan that can be easily implemented.