Lesson 9: The "E" in STEM - Engineering in Early Childhood


Attention


Learning Outcomes

Upon completion of this lesson's material, students will be able

  • Describe strategies for encouraging engineering exploration in early childhood education.
  • Use observation to inform lesson planning.
  • Create a purposeful technology lesson plan based on children’s interests or goals.
  • Implement lesson plan.
  • Reflect upon lesson planning implementation and use it as an opportunity for growth.

Teaching

Just like science and technology, children are already involved in engineering activities at a young age.  Our job, as educators, is to be intentional and encourage engineer growth to aid in school success. As adults, engineers use creativity combined with science, math and technology to design and build things like bridges, buildings, water filtration systems and more.  As young engineers, children do the SAME THING but on a smaller scale.  The block area is an obvious space where you might see bridges, skyscrapers, ramps and pathways.  Outside on the playground you might see children playing in the mud, re-directing water from one place to another and creating systems to float the leaves down the right path.  Even as infants and toddlers, engineering is introduced as they use determination to build one block on top of the other just to knock it down and start over again. 

Promoting engineering in early childhood can be simple. 

First, gather some materials.  They don’t have to be expensive and they do not have to be separated into cute little baskets that only come out one material at a time.  Encourage creativity by mixing the materials.  The whole purpose of engineering is creativity, problem solving, designing and using resources to build things that work.  Toys and recyclable materials that encourage engineering can include:

      • Blocks of any kind
      • Legos
      • Lincoln logs
      • Tinkertoys
      • Gears
      • Cardboard tubes
      • Nesting cups or different sized tuperware
      • Empty boxes
      • Empty bottles
      • And ANYTHING else that encourages solving problems, design and building

Second, let them create.  Provide them with ample opportunities to use these materials.  It doesn’t have to be during a specific time of day such as free play or small group activity.  It can be incorporated into any activity.  If they are painting, they can imagine and draw “blueprints” for a new bridge.  In the dramatic play area, add the book, If I Built a House by Chris Van Dusen (a Maine author by the way) along with a box and materials to make a house.  On a blank wall, tape up some cardboard tubes and put a basket at the bottom with objects that will fit in the tube. You could even just put a water wheel in the sink!

Third, just like anything else we do, TALK to the children.  Engage them in meaningful questions and use engineering words.  Questions and phrases could include:

      • I wonder how tall you can build those blocks.
      • What do you think will happen when you put the block in the tube?
      • Is your structure balanced? How do you know?
      • What do you think would happen if we moved the ramp higher?
      • Wow!  You really built a strong foundation for that house!
      • I like how you re-directed the water so that it went down the drain.
      • Can you tell me about your design?

Assessment

Lesson 9 Quiz

After reading Engineering Experiences in Early Childhood answer the following questions:

  1. Summarize the importance of engineering in early childhood education
  2. Describe strategies to encourage engineering in the early childhood environment
  3. List factors to consider when supporting engineering development in early childhood education

Lesson 9 Assignment

Part 1: Observation and Planning

You will be using the Anecdotal Form and Lesson Plan Form for this assignment.

A key component to your Practicum experience is to engage in the process of observing, planning, implementing and reflecting on lessons.

Below you will find instructions on each step of this process. During the First part of this assignment you will first, complete an observation. At the end of the observation in the space provided you will reflect upon your observation using the prompts below. You will then use this observation process to create a lesson plan. You will be using specific forms that we have created to do this.

  • Observation
    • Using the anecdotal form provided, observe children for 20 minutes who are engaged in an activity. This could be a planned activity (large group or small), free play (outside or in) or another time where you think you might capture children using their natural science skills.
    • In the comments section of the anecdotal recording form, jot down specific examples of engineering related actions.
    • From your observation, what do you think the children are interested in or could use more support in? 
    • What activity will you create to support that interest or skill you observed?
  • Planning
    • Create a lesson plan using the lesson plan format provided
      • Assure that the lesson plan is derived from the observation you took!
      • Check with your cooperating teacher and/or instructor to see if it is a good fit for your placement.

Put all of these documents together and submit them to the "Lesson 9 Assignment - Part 1" Drop Box

Part 2: Implementation

You will be using the Reflection Form in this assignment.

In this second part of the assignment you are expected to actually implement the Lesson Plan you created in the first part.

  • Implement the Lesson Plan
    • Be sure to check with your cooperating teacher on a time and day!
    • Also check with the cooperating teacher to be sure this is a fit for teh curriculum.
    • It is possible that you will be observed (or recorded) during one or all of your lesson plans. Be prepared!
  • Complete reflection/analysis using the format provided.

Submit this to the "Lesson 9 Assignment - Part 2" Drop Box