Engaging Young Engineers
Teaching Problem Solving Skills Through STEM
Published on 22. May 2015
Book
Paperback/Softback
244 pages
978-1-59857-653-5 (ISBN)
Description
Help young children develop problem-solving skills, and youll boost their kindergarten readiness and set them up for long-term success in STEM subjects. In this timely and practical book, youll discover how to support the problem-solving skills of all young children by teaching thembasic practices of engineering and five types of critical thinking skills (Curiosity, Persistence, Flexibility, Reflection, and Collaboration)- AND discover how to sharpen all these skills as a teacher! Using a clear instructional framework and fun activities tailored for infants, toddlers, and preschoolers, youll help children birth to 5 explore big ideas and develop new ways of thinking through engaging and challenging learning experiences.
A must for teachers in inclusive early education classrooms, this comprehensive guide is your key to teaching the 21st-century skills children need for STEM learning and school success.
Demystify and teach key engineering practices. Prepare kids for success in all STEM areas by teaching four essential engineering principles: think about it, try it, fix it, and share it.
Boost problem-solving skills with proven activities. All the suggested activities have been piloted and tested in classrooms and incorporate teacher feedback.
Plan effective lessons for all children. Discover how to use universal design for learning (UDL) to plan lessons that work for children with and without disabilities.
Start the learning early. Help even the youngest children develop problem-solving skills with activities tailored for infants, toddlers, and preschoolers.
Encourage language and literacy development. Get suggestions for weaving reading into problem-solving experiences, and discover how your use of language can prompt childrens thinking skills.
Promote other skills needed for school success. With the framework and activities in this book, youll also support development of social-emotional skills, self-regulation, and executive functioning.
PRACTICAL MATERIALS: Classroom activities that incorporate childrens books, self-reflection checklists, practical strategies and modifications, Early Childhood UDL Planning Sheets, and blank Experience Planning Templates for infants, toddlers, and preschoolers.
A must for teachers in inclusive early education classrooms, this comprehensive guide is your key to teaching the 21st-century skills children need for STEM learning and school success.
Demystify and teach key engineering practices. Prepare kids for success in all STEM areas by teaching four essential engineering principles: think about it, try it, fix it, and share it.
Boost problem-solving skills with proven activities. All the suggested activities have been piloted and tested in classrooms and incorporate teacher feedback.
Plan effective lessons for all children. Discover how to use universal design for learning (UDL) to plan lessons that work for children with and without disabilities.
Start the learning early. Help even the youngest children develop problem-solving skills with activities tailored for infants, toddlers, and preschoolers.
Encourage language and literacy development. Get suggestions for weaving reading into problem-solving experiences, and discover how your use of language can prompt childrens thinking skills.
Promote other skills needed for school success. With the framework and activities in this book, youll also support development of social-emotional skills, self-regulation, and executive functioning.
PRACTICAL MATERIALS: Classroom activities that incorporate childrens books, self-reflection checklists, practical strategies and modifications, Early Childhood UDL Planning Sheets, and blank Experience Planning Templates for infants, toddlers, and preschoolers.
More details
Language
English
Place of publication
Baltimore
United States
Target group
Professional and scholarly
Product notice
Paperback (trade)
Unsewn / adhesive bound
Dimensions
Height: 279 mm
Width: 216 mm
Thickness: 10 mm
Weight
499 gr
ISBN-13
978-1-59857-653-5 (9781598576535)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
Anne Douglass, Ph.D., is Assistant Professor of Early Childhood Education in the College of Education and Human Development at the University of Massachusetts at Boston, where she directs the Bachelor's degree program in Early Education and Care in Inclusive Settings. Dr. Douglasss research focuses on early childhood policy, professional development, quality improvement, and leadership.
Dr. Hyson is Affiliate Faculty Member in Applied Developmental Psychology at George Mason University. Formerly Editor-in-Chief of Early Childhood Research Quarterly and Associate Executive Director for Professional Development with the National Association for the Education of Young Children, Dr. Hyson has consulted in Vietnam, Indonesia, Bangladesh, and Bhutan through the World Bank and Save the Children.
Mary Lu Love, M.S. is Lecturer/Director of Early Childhood Services at the Institute for Community Inclusion at University of Massachusetts Boston, where she manages grants, evaluation projects and variety of grant work in the early childhood field.
Angela Stone-MacDonald, Ph.D., is an Assistant Professor at the University of Massachusetts Boston in the Early Education and Care in Inclusive Settings program. Dr. Stone-MacDonald has worked with children with disabilities and their families for the last 17 years as a paraprofessional, teacher, consultant, and researcher. Her areas of research include early intervention, international special education for children with developmental disabilities, and teacher preparation for early intervention.
Kristen Wendell, Ph.D., is Assistant Professor of Elementary Science Education at the University of Massachusetts Boston. Her teaching and research interests include pre-service and in-service teacher education in science and engineering and the integration of engineering design into childrens science, reading, and writing experiences.
Dr. Hyson is Affiliate Faculty Member in Applied Developmental Psychology at George Mason University. Formerly Editor-in-Chief of Early Childhood Research Quarterly and Associate Executive Director for Professional Development with the National Association for the Education of Young Children, Dr. Hyson has consulted in Vietnam, Indonesia, Bangladesh, and Bhutan through the World Bank and Save the Children.
Mary Lu Love, M.S. is Lecturer/Director of Early Childhood Services at the Institute for Community Inclusion at University of Massachusetts Boston, where she manages grants, evaluation projects and variety of grant work in the early childhood field.
Angela Stone-MacDonald, Ph.D., is an Assistant Professor at the University of Massachusetts Boston in the Early Education and Care in Inclusive Settings program. Dr. Stone-MacDonald has worked with children with disabilities and their families for the last 17 years as a paraprofessional, teacher, consultant, and researcher. Her areas of research include early intervention, international special education for children with developmental disabilities, and teacher preparation for early intervention.
Kristen Wendell, Ph.D., is Assistant Professor of Elementary Science Education at the University of Massachusetts Boston. Her teaching and research interests include pre-service and in-service teacher education in science and engineering and the integration of engineering design into childrens science, reading, and writing experiences.