Boost young childrens problem-solving skills and set them up for long-term success with the second edition of this practical guidebook! Enhanced with new lessons and timely topicsincluding equity and the use of makerspacesthis book will help you get all children ready for kindergarten by teaching them basic practices of engineering design and critical thinking skills.
Using a clear instructional framework and fun lesson plans tailored for infants, toddlers, and preschoolers, youll guide your emerging engineers as they explore big ideas and develop new ways of thinking through engaging and challenging learning experiences. Practical materials include classroom-tested activities that incorporate childrens books, self-reflection checklists, practical strategies and modifications, Early Childhood UDL Planning Sheets, and blank Experience Planning Templates.
EDUCATORS WILL
- Introduce hands-on learning experiences that teach critical thinking skillscuriosity, persistence, flexibility, reflection, and collaboration
- Demystify and teach key phases of engineering design: think about it, try it, fix it, and share it
- Support school readiness by helping children work toward kindergarten standards, including Common Core State Standards and Next Generation Science Standards
- Use universal design for learning (UDL) principles to ensure that learning experiences work for all children, with and without disabilities
- Encourage language and literacy development with suggestions for weaving reading into problem-solving experiences and using language to prompt childrens thinking skills
- Promote other skills needed for school success, including social-emotional skills, self-regulation, and executive functioning
WHATS NEW:
Three new themes: computational thinking, makerspaces, and inclusion and equity in STEM | Every lesson plan updated | More lessons based on new childrens books | New art/music/drama lesson options for STEAM-focused schools | More coverage of spatial development | Expanded information on assessment | Updated book resources and references
About the Downloads
About the Authors
A Note to the Reader
Acknowledgements
Section I Why Engineering and Problem Solving Are Important in Early Childhood Inclusive Classrooms
Chapter 1 Young Children Are Natural Problem Solvers: A Framework Overview
Chapter 2 Universal Design for Learning to Support Engineering Experiences in Inclusive Early Childhood Settings
Section II Using the Problem-Solving Framework to Teach Thinking Skills in Inclusive Early Childhood Settings
Chapter 3 Curious Thinkers
Chapter 4 Persistent Thinkers
Chapter 5 Flexible Thinkers
Chapter 6 Reflective Thinkers
Chapter 7 Collaborative Thinkers
Chapter 8 Lessons, Literacy, and STEM Learning
Appendix
Universal Design for Learning Planning Sheets
Infant Lesson Plans
Toddler Lesson Plans
Preschool Lesson Plans
Chapter 9 Curious, Persistent, Flexible, Reflective, and Collaborative Teachers
Appendix
Appendix A Early Childhood UDL Planning Sheet: Infants (Sample)
Appendix B Early Childhood UDL Planning Sheet: Toddlers (Sample)
Appendix C Early Childhood UDL Planning Sheet: Preschoolers (Sample)
Appendix D Early Childhood UDL Planning Sheet: Blank
Appendix E Infant Experience Planning Template
Appendix F Toddler Experience Planning Template
Appendix G Preschool Experience Planning Template
Appendix H General Material list for Low-Cost/No-Cost STEM materials for Early Childhood Settings
References
Index
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. 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.
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 Bachelors degree program in Early Education and Care in Inclusive Settings. Dr. Douglasss research focuses on early childhood policy, professional development, quality improvement, and leadership.
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.
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.
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