childhood experience defining engineering in the earlyoffer the means to gain the knowledge they...
TRANSCRIPT
The “E” in Stem: defining Engineering in the early
childhood experience
Source: Teachers Curriculum Institute workbook.
STEM: Science, Technology, Engineering, Mathematics Four domains that really act as one.
Engineering is often the STEM subject most intimidating and over-complicated by educators. Yet engineering is what kids
do naturally if given the right materials.
STEM in ECE
Engineering
Why is Engineering important in Early childhood?
Engineering concepts are evident in children’s play. Children have a natural proclivity to build, deconstruct, problem solve and invent.
With Engineering, educators have authentic opportunities to support children’s inquiry, help them think deeply and move beyond the obvious.
Engineering and the design process support the development of skills applicable across philosophies and throughout curriculum domains.
Enthusiasm and Interest
Fundamentals Developing Fundamentals
Spatial Awareness Critical Thinking
Systematic Thinking
● Puzzles and geometric shapes● Block building● Sculpture, clay or the sand box● Visualization, patterning
● Help children recall, reason and plan● Ask the Big questions● Shift perceptions of failure● Document and rethink the experience
● Inquisitiveness and perseverance● Children trust their decisions ● Empower individual thought
● Follow a process○ the design process○ the scientific process○ a procedure or guide
Our belief is that STEM learning happens when children are actively engaged, play with
intriguing materials, make mistakes, question their decisions and are free to adapt the learning environment.
Promoting the “E” By promoting STEM content we promote Engineering:
Ask open ended questions rather than giving answers:"I wonder what would happen if..." instead of “ This will happen if you put this here.”Create and support wonder:"Wow, did you see that!? What happened?!"Lead and challenge the child to dig deeper:"I think that’s a great answer! But what if..."Provide time and space to fully explore process and results:“Yesterday we noticed blank. What can we change today?” Model the practice of working and thinking together. “I don't know. Jason (another child) what do you think?" or “A group from the Pre-K is working on that, too. Let’s invite them in so we can share our work.”Work with colleagues to take notes and record observations. Use these to organize activities for depth of exploration & child determined outcomes.
ImplementationDub it down for preschoolers, but don't dumb it down!
Developmentally appropriate, but rich and challenging
Keep it simple, but use real vocabulary: "The momentum of that ball smashed right through those blocks!""Look at the difference in buoyancy between the cup and the ball."
Provide reference materials:photos models the internet lots of picture books children’s own documents
Help children recall what they know and create activities that put their knowledge into action. Offer the means to gain the knowledge they seek.
When we think Science,we think process and investigation.
When we think Technology,we think tools and how to use them.
When we think Math,we think relevant play and
relationships.
When we think Engineering,we think design, building and material properties.
Definitions
● Engineering is an applied science.
Engineers apply science, math and ingenuity.
● Engineering creates links between research, technology and society.
Engineers design and use technology to create solutions.
The Process
The design process:Idea for solving a problemDesignAnalyzeBuildTest and documentrepeat the process
Children move through these steps very quickly in everyday play. We can slow them down so they think through each step to allow them to
consciously work through the idea, concept and process.
Young children don’t always use every step, or follow the order in which adults think of them. That’s fine!
The scientific method:Idea from observationHypothesisPredictionTest and experimentDocumentAnalyze the data
Engineering has more than 15 branches, each of which is broken into sub categories.
Preschoolers primarily engage in Structural, Mechanical Architectural and Civil Engineering.
The ClassroomHow are young children learning about structural and mechanical engineering?
Using Structural Elements
connections - using materials like building bricks, rods and connectors and other connective builders
foundations - using materials as slabs, platforms and flooring
supports - creating stands, posts, pilings, risers and trusses
As children use structural elements for construction they gain first hand knowledge of their physical properties. This helps children understand how materials “fit” and work together. Vocabulary - compatible, structural, connection point,
foundation, structure, construct, deconstruct
Using Mechanical Elements
hinges -using hinges made from tape, string or by manipulating materials like paper and cardboard with folds and creases
wheels and axles - using materials like Superstructs, Kinex, spools, knobs, dials and pulleys
belts and drives - using ropes, gears and chains, cranks and loops of sturdy materials
As children use mechanical elements, they develop understanding of motion, cause and effect relationships, force, opposition and simple machines.
Vocabulary - force, rotation, revolution, orbit, circuit
The ClassroomHow are young children learning about architectural and civil engineering?
Building Structures
walled and roofed structures - use conventional or unconventional materials to construct houses, towers, castles, office buildings, barns, apartments, rooms, pens, etc.
building multiple structures - which represent an entire town, city, park, or other communal space
play with size and scale - creating structures for toys vs those for humans or larger
While building, children often encounter unforeseen problems. The act of building supports flexibility and creative problem solving.
Vocabulary - structure, residence, community space, enclosure, canopy, habitat
Mapping
writing -using symbols to communicate landmarks, structures, roadways, etc.
perspectives -by making and using maps, design plans and diagrams that offer overhead, underground and other views
meaning- adding (or removing) components which have relevance and importance to the experience or function
As children begin to draw their plans, create designs and make maps, they increase the ways in which they can communicate their ideas.
Scarlett - age 4.3 yrs.Map of hills and horse tracks near school.
Vocabulary - route, landmark, direction, public space, dwelling, usage, trail, evidence
Infrastructure Elements
transportation - roads, train tracks, tunnels, bridges, sidewalks, marinas, subways, pathways, parking garages, stations, airports
public works - pipes, electricity and other fuel supply
landscape elements - fountains, statues, plazas, fences, trees, flowers, shrubs and gardens
As children’s designs, models, maps and constructions become more detailed they often include elements that are shared, used and necessary to society.
Vocabulary - vehicle, transportation, detail, energy/power/fuel, greenery, purpose, landscape, cityscape, necessity
IntentionWhat questions can we consider when supporting engineering in our classrooms and play spaces?
Loose Parts?Do we have materials which…..?● have varied properties● offer challenges● are man-made and natural● are contextual
Have we considered that using loose parts for building simultaneously supports creative and critical thinking?
In what ways do children demonstrate this?
How can this knowledge serve us when assessing children’s work?
Constraints?
What do children understand about how physical properties affect a structure?
How are we supporting this growing knowledge?
Are children embracing or avoiding constraints?
What questions do we ask children when they reach an impasse? or don’t see a desired result?
Physics?
Do we provide opportunity for children to develop understanding of….?● connective points, pivot points
and balance points● pitch, slope, weight, force,
momentum, speed, etc.
Do our environments and materials support the creation of machines or works that have moving parts?
In what ways do we help children make connections with real world structures, machines and devices and how they work?
Aesthetics?
Do we encourage children to experiment with artistic elements such as line, color, texture and composition?
How do mathematical concepts of scale, symmetry and asymmetry support the aesthetics of engineered works?
Is the relationship of form and function questioned by children and adults?
In what ways do we cultivate recognition of beauty and the artistry of design?
Connections
Do children incorporate the ideas proposed by peers, suggested by “experts” and gained from fiddling about? Are children’s works detailed and complex?
Do their designs include imaginary contraptions as well as models of real world structures?
Do children embrace mistakes, incorporate systems and offer assistance to others?
Does interest, enthusiasm and joy permeate their play and work?
DocumentationFor the researcher, data collection is critical
to the scientific and design processes.
When children take part in recording their process and findings (and “reading” other’s) they are more apt to:
● incorporate reading and practice symbolic writing● learn how to use charts, graphs and diagrams● have a concrete “memory” of their steps● recognize that written material goes beyond books● share stories of their work with others● feel sense of shared ownership - less conflict● accept failure as opportunity and conjecture as food for thought● gain respect for the work of others● learn to analyze and change their work based on data
Documenting the engineering process can often uncover problems due to physics or structural design. It can give children opportunities to refine their plans and designs. Teacher’s notes, observations and photographs coupled with children’s forms of documentation can be used to communicate, problem solve and plan.
blocks
clear pipe
In Summary ● Introduce STEM and Engineering concepts early● Encourage the naturally inquisitive child● Develop the Big How● Focus on the big picture, not always a systematic approach● Use technical vocab and look for depth of learning● Lots of ideas out there, make them age appropriate● Provide many loose parts and tools to help make all STE(A)M concepts
come to life● Think of Engineering concepts in integrated, relevant ways● Cultivate wonder, smile often and take lots of pictures!
