Table Of ContentEDUCATION / INCLUSIVE EDUCATION DS
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“A wealth of information, ideas, suggestions, and reflections ssa
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on how to help young children become effective problem solvers.” Lo
Great for on
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—Chris B. Rogers, Ph.D., Tufts University infants, toddlers, eld Young
and preschoolers , W
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in inclusive n
“Delightful and eminently usable … fills a neglected gap d
settings! e
in early education.” ll,
—Betty Zan, Ph.D., University of Northern Iowa
Engineers
Help young children develop problem-solving skills and you’ll boost
their kindergarten readiness and set them up for long-term success in
STEM subjects. In this practical book, you’ll discover how to support the
problem-solving skills of all young children by teaching them basic practices of
engineering and five types of critical thinking skills (see sidebar). Using a Help children
clear instructional framework and fun activities tailored for infants, toddlers, and develop 5 critical E
preschoolers, you’ll help children birth to 5 develop new ways of thinking through thinking skills: N
engaging and challenging learning experiences. G
1. Curiosity
A
This is the book you need to 2. Persistence G Teaching Problem-Solving
Support school readiness. The problem-solving framework in this book 3. Flexibility I
N
helps children work toward kindergarten Common Core State Standards, Next 4. Reflection G Skills Through
Generation Science Standards, and the Head Start Child Development and 5. Collaboration
Early Learning Framework. Y STEM
O
Demystify and teach key engineering practices. Prepare kids for success
U
in all STEM areas by teaching four essential practices: think about it, try it, fix it, and share it.
N
Boost problem-solving skills with proven activities. All the suggested activities have been piloted and tested in G
classrooms and incorporate teacher feedback.
E
N
Plan effective lessons for all children. Use universal design for learning (UDL) to plan lessons that work for children
with and without disabilities. G
I
N
Encourage language and literacy development. Get suggestions for weaving reading into problem-solving
E
experiences, and discover how your use of language can prompt children’s thinking skills.
E
Promote other skills needed for school success, including social-emotional skills, self-regulation, and executive R
functioning. S
You’ll get practical materials to help you work effectively with children: classroom activities, self-reflection checklists, strategies
and modifications, blank Experience Planning Templates, and more. 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.
ABOUT THE AUTHORS: Angi Stone-MacDonald, Ph.D., is an assistant professor at the University of Massachusetts Boston in the Early Education and Care in
Inclusive Settings program. Kristen Wendell, Ph.D., is an assistant professor of elementary science education at the University of Massachusetts Boston. Anne
Douglass, Ph.D., is an assistant professor of early childhood education in the College of Education and Human Development at the University of Massachusetts
Boston. Mary Lu Love, M.S., is a lecturer/director of early childhood services at the Institute for Community Inclusion at the University of Massachusetts Boston.
Angi Stone-MacDonald • Kristen Wendell • Anne Douglass • Mary Lu Love
FOREWORD BY MARILOU HYSON
Engaging Young Engineers
Engaging Young Engineers
Teaching Problem-Solving
Skills Through STEM
by
Angi Stone- MacDonald, Ph.D.
Kristen Wendell, Ph.D.
Anne Douglass, Ph.D.
and
Mary Lu Love, M.S.
University of Massachusetts Boston
Baltimore • London • Sydney
Paul H. Brookes Publishing Co.
Post Office Box 10624
Baltimore, Maryland 21285– 0624
www.brookespublishing.com
Copyright © 2015 by Paul H. Brookes Publishing Co., Inc.
All rights reserved.
“Paul H. Brookes Publishing Co.” is a registered trademark of
Paul H. Brookes Publishing Co., Inc.
Typeset by Scribe Inc., Philadelphia, Pennsylvania.
Manufactured in the United States of America by
Sheridan Books, Inc., Chelsea, Michigan.
Purchasers of Engaging Young Engineers: Teaching Problem-Solving Skills Through STEM are granted permission to
download, print, and/or photocopy Appendixes A– G for educational purposes. The forms may not be reproduced to
generate revenue for any program or individual. Unauthorized use beyond this privilege is prosecutable under federal law. You
will see the copyright protection notice at the bottom of each photocopiable form.
The individuals described in this book are composites or real people whose situations are masked and are based on
the authors’ experiences. In all instances, names and identifying details have been changed to protect confidentiality.
Photographs are used by permission of the individuals pictured and/or their parents/guardians.
Cover image © istockphoto/CEFutcher
Photographs in Figures 3.3, 3.4, 4.4, 6.3 and on pages 126 and 155 by Kristen Wendell. All other photographs by K.A. MacDonald
(www.kamacdonaldphoto.com).
Library of Congress Cataloging- in- Publication Data
The Library of Congress has cataloged the print edition as follows:
Library of Congress Cataloging-in-Publication Data
Stone-MacDonald, Angela
Engaging young engineers : teaching problem solving skills through stem / Angi Stone-MacDonald, Ph.D., Kristen Wendell,
Ph.D., Anne Douglass, Ph.D. and Mary Lu Love, M.S., University of Massachusetts Boston.
pages cm
Summary: “This title provides instruction on how to teach problem solving and critical thinking to young children (birth to 5)
using engineering, science, and routines as a framework. The engineering process is an ideal framework for designing learning
experiences that support science, technology, engineering, and mathematics (STEM) learning and cognitive development for
young children. Young children problem-solve in their daily play, and teachers and caregivers can promote the development of
problem solving and critical thinking skills through intentional activities that support young children’s brain development and
prepare them for kindergarten. Key activities are outlined for each age group, with information on how each activity teaches young
children to be curious, persistent, flexible, reflective, and collaborative. This title also provides specific guidance for supporting
problem solving and science learning in inclusive classrooms using the universal design for learning (UDL) model, and it helps
teachers to prepare children to work towards the Common Core State Standards (CCSS) for kindergarten math and the Next
Generation Science Standards (NGSS) for kindergarten science. This title can serve as a supplemental text for early childhood
curriculum or instructional methods courses” —Provided by publisher.
ISBN 978-1-59857-653-5 (paperback) — ISBN 978-1-59857-849-2 (retail pdf) — ISBN 978-1-59857-846-1 (retail epub)
1. Science—Study and teaching (Early childhood)—United States. 2. Technology—Study and teaching (Early childhood)—
United States. 3. Engineering—Study and teaching (Early childhood)—United States. 4. Mathematics—Study and teaching
(Early childhood)—United States. I. Stone-MacDonald, Angela II. Title.
LB1139.5.S35S86 2015
507.1—dc23 2015000368
British Library Cataloguing in Publication data are available from the British Library.
2019 2018 2017 2016 2015
10 9 8 7 6 5 4 3 2 1
Contents
Contents
Contents .................................................................................................................................................v
About the Forms .................................................................................................................................vii About the Forms .................................................................................................................................vii
About the Authors ................................................................................................................................ix About the Authors ................................................................................................................................ix
Foreword Marilou Hyson ................................................................................................................xi Foreword ..............................................................................................................................................xi
A Note to the Reader ..........................................................................................................................xiii A Note to the Reader ..........................................................................................................................xiii
Acknowledgments ..............................................................................................................................xxi Acknowledgments ..............................................................................................................................xxi
I Why Engineering and Problem Solving Are Why Engineering and Problem Solving Are Important in Early Childhood Inclusive Classrooms 1
Important in Early Childhood Inclusive Classrooms Young Children Are
1 Young Children Are Natural Problem Solvers: A Framework Overview .............................................3 Natural Problem Solvers ..................................................................................................................3
2 Universal Design for Learning to Support Engineering Experiences in Universal Design for
Inclusive Early Childhood Settings ................................................................................................21 Learning to Support
Engineering Experiences
in Inclusive Early Childhood Settings ...........................................................................................21
II Using the Problem- Solving Framework to Teach
Thinking Skills in Inclusive Early Childhood Settings
Using the Problem-
3 Curious Thinkers ..........................................................................................................................39
Solving Framework to
4 Persistent Thinkers ........................................................................................................................63
Teach Thinking Skills in
5 Flexible Thinkers...........................................................................................................................87
Inclusive Early Childhood Settings .........................................................................................37
6 Reflective Thinkers .......................................................................................................................111
7 Collaborative Thinkers ................................................................................................................133 Curious Thinkers ................................................................................................................................39
8 Curious, Persistent, Flexible, Reflective, and Collaborative Teachers ............................................155 Persistent Thinkers ..............................................................................................................................63
Flexible Thinkers.................................................................................................................................87
Reflective Thinkers .............................................................................................................................111
References ..........................................................................................................................................165 Collaborative Thinkers ......................................................................................................................133
Curious, Persistent,
Flexible, Reflective, and
Appendixes ........................................................................................................................................173
Collaborative Teachers ..............................................................................................................155
Appendix A Early Childhood UDL Planning Sheet: Infants (Sample) .........................................175
References ..........................................................................................................................................165
Appendix B Early Childhood UDL Planning Sheet: Toddlers (Sample) .......................................176
Appendixes ........................................................................................................................................173
Appendix C Early Childhood UDL Planning Sheet: Preschoolers (Sample).................................177
Early Childhood UDL Planning Sheet ................................................................................................175
Appendix D Early Childhood UDL Planning Sheet: Blank ..........................................................178
Early Childhood UDL Planning Sheet ................................................................................................176
Appendix E Infant Experience Planning Template .....................................................................179
Early Childhood UDL Planning Sheet ................................................................................................177
Appendix F Toddler Experience Planning Template ..................................................................180
Early Childhood UDL Planning Sheet ................................................................................................178
Appendix G Preschool Experience Planning Template ................................................................181
Infant Experience Planning Template .................................................................................................179
Index .................................................................................................................................................183 Toddler Experience Planning Template .............................................................................................180
Preschool Experience Planning Template ...........................................................................................181
v Index .................................................................................................................................................183
About the Forms
Purchasers of this book have permission to photocopy Appendixes A– G for educational use.
These materials are also available for download. Please visit http://www.brookespublishing.com/
stone- macdonald/materials to access them.
vii
About the Authors
Angi Stone- MacDonald, Ph.D., is an assistant professor at the University of Massachusetts Boston
in the Early Education and Care in Inclusive Settings program. She received her doctorate from
Indiana University in special education and African studies. Dr. Stone- MacDonald has worked with
children with disabilities and their families since 1997 as a paraprofessional, teacher, consultant,
and researcher. She has taught courses in assistive technology and technology for young children.
Her areas of research include early intervention, international special education for children with
developmental disabilities, and teacher preparation for early intervention. She published two articles
on the use of technology in professional development and early childhood education. Her current
research agenda includes work on immigrant family experiences in the early intervention system and
early intervention personnel preparation and inclusive education in Tanzania. She has several grants
to support her research from her university; the Massachusetts Department of Early Education and
Care; and the Office of Special Education Programs, U.S. Department of Education.
Dr. Stone- MacDonald serves her field and children and families with disabilities at the local,
state, and national levels on a variety of committees and projects. She has been actively involved
in state and local committees, organizations, and grant work with the state government to pro-
mote inclusion and adequate teacher preparation to work with children with disabilities in early
childhood. Most recently, she served on the Higher Education Early Intervention Task Force and
Personnel Preparation Committee and the board of the Massachusetts Association of Early Child-
hood Teacher Educators.
Kristen Wendell, Ph.D., is an assistant professor of elementary science education at the University
of Massachusetts Boston. She received a B.S. in mechanical and aerospace engineering from Princ-
eton University, an M.S. in aeronautics and astronautics from Massachusetts Institute of Technol-
ogy (MIT), and a Ph.D. in science education from Tufts University.
Dr. Wendell’s teaching and research interests include preservice and in- service teacher edu-
cation in science and engineering and the integration of engineering design into children’s science,
reading, and writing experiences. A recipient of the National Science Foundation CAREER Award
for early career faculty members, she investigates recommended practices for the introduction
of engineering in pre- K– 12 school settings and introduces future educators to the discipline of
engineering as a key component of science education and a context for mathematical thinking,
scientific reasoning, and language development.
ix
