Factors to Consider in Implementing Engineering Experiences
Connecting with youngsters through engineering has numerous advantages. It permits instructors to coordinate all four of the STEM disciplines (science, innovation, designing, and arithmetic) seamlessly into their learning exercises. Such problem solving activities for kids will reap benefits in other areas of their development. One very important domain that is strengthened is “Approaches to Learning.” This relates to how well a child adapts to new learning situations and is considered a school readiness area. This includes problem-solving skills, engagement, creativity, and more. These qualities are necessary for academic success. Solving techniques and activities geared for the child engineer will hone all of the essential skills needed for school readiness.
As educators we devise solving techniques to be used where students are already working. We believe that problem solving activities should be part of the daily classroom culture. Learning exercises that include solving activities should permit each child to engage in a highly desired experience, figuring out the best way to move water from the sink to plants that have been placed up high on a shelf, fixing a broken toy, or tracking how often incubated eggs have been turned. These actions all require child engineer problem-solving techniques.
Our teachers encourage problem-solving by fighting the temptation to tackle youngsters’ issues for them. For example, don’t instinctively tie a student’s loose shoelaces, but point them in the right direction so they may help themselves. Assess each situation and decide if the child is able to sensibly conquer the issue independently.
Another helpful approach when planning solving activities is to ask yourself, “does this activity offer children the opportunity to decipher a problem?” This helps our instructors to set up opportunities to design, test, and problem-solve that attract and keep students engaged. Problem-solving activities for kids can include the use of building blocks, cooking, bubbles, and other creative tools that provide props for children to help them engage in engineering drills.
By allowing students adequate time to work through problems, it promotes an environment of self-sufficiency. This can mean anything from minutes, days or months. At times it takes a while for a child to discover a problem and come to a solution. By allowing them to stay and focus on solving a problem, it will aid in the development of persistence and avoid frustrating the student.
Lastly, we observe students closely and take mental notes. As teachers, we consider the interaction between the child, the classroom and their peers. We gain an understanding of just how productive the work-space and materials are, and how the students are engaging with them. After close observation of how each child works, our teachers can make informed decisions on how to arrange spaces, and on which materials to keep or remove, providing more information to create the best problem solving activities for child engineers. You can apply these rules in your home as well!