Building Minds Through Making

1. Importance of Engineering in Facilitating Creativity

Engineering fosters creativity by encouraging children to design, build, test, and improve their ideas. It promotes innovation through hands-on construction, helping children solve real-world problems using imagination and logic. Children explore materials, structures, and processes—such as building ramps or bridges—developing spatial reasoning, resilience, and persistence (Bers, 2020). Engineering experiences align with the Early Years Learning Framework which supports learning through inquiry and play. By engaging in engineering activities, children become confident problem-solvers who test hypotheses and reflect on outcomes, laying the foundation for creative and critical thinking from the early years.

2. Creativity Theories and Perspectives Relevant to Engineering

Vygotsky’s sociocultural theory supports collaborative engineering play, where adult scaffolding extends children’s construction and design thinking (Howard & Mayesky, 2022). The Reggio Emilia approach encourages using open-ended materials to inspire innovation. Gardner’s Multiple Intelligences theory recognises bodily-kinaesthetic and spatial intelligences, both of which are engaged during engineering tasks. These perspectives promote an environment where children plan, build, and problem-solve through trial and error Such approaches align with the EYLF, valuing hands-on, child-led learning where failures become learning opportunities—essential for creative engineering thinking and persistence.

3. Resources, Materials, and Digital Technologies for Engineering

Engineering activities in early childhood use blocks, tubes, ramps, recycled materials, and connectors to support creative construction and experimentation (Ikon Institute of Australia, 2025). Loose parts such as cardboard, wooden planks, or spools encourage open-ended exploration and problem-solving. Educators can support inquiry using design-based questions like, “How can we make it stronger?” Digital tools such as basic coding apps or LEGO® kits also introduce engineering thinking. These resources align with the Technologies learning area of the Australian Curriculum (ACARA, 2021), promoting design and problem-solving processes where children create, test, and evaluate their own constructions.

4.Learning Experiences by Age Groups

0–2 Years

Stacking blocks
Infants explore balance and height by stacking soft or wooden blocks, supporting spatial and motor development (Howard & Mayesky, 2022).

Rolling ball ramps
Children roll balls down angled ramps, observing movement and cause and effect .

2–3 Years

Tube and funnel construction
Toddlers connect tubes and funnels to move small balls, learning how angles affect speed .

Loose parts building

Children build with cups, boxes, and sticks, encouraging creativity and hands-on problem-solving (Howard & Mayesky, 2022).

3–5 Years

Foam block challenge

Children build with foam blocks, test stability, and improve designs, engaging in the engineering process.

Straw and playdough web

Children connect straws with playdough to form structures, testing and strengthening their designs.

6–8 Years

Bridge building task

Children create bridges with craft sticks and tape, testing for strength and redesigning as needed (Howard & Mayesky, 2022).

Ramp experimentation

Children test toy car speeds on ramps of different heights, comparing outcomes.

TimeLine Of Two Learning Experiences

Learning Experience 1: Rolling Ball Ramps (Age Group: 0–2 Years)

Timeline (Max 5 Minutes):

• 0:00–0:30 – Introduce soft balls and ramps made from foam or cardboard.

• 0:30–1:30 – Demonstrate rolling the ball down the ramp. Talk about motion using simple language.

• 1:30–2:30 – Encourage children to roll the balls themselves and watch how they move.

• 2:30–3:30 – Change the angle of the ramp to explore speed and direction.

• 3:30–4:30 – Support children individually to explore and experiment.

• 4:30–5:00 – Verbally reflect with children: “What happened to the ball?”

EYLF Outcome

• Outcome 1.2 – Promotes autonomy and agency in exploring materials.

• Outcome 4.2 – Builds inquiry and cause-effect understanding.

• Outcome 3.2 – Encourages safe risk-taking and physical exploration.

Learning Experience 2- Bridge Building Task

Timeline (6–8 Years)

• 0:00–0:30 – Introduce the challenge: “Build a bridge for a toy car.”

• 0:30–1:30 – Children start building with sticks and tape.

• 1:30–2:30 – Test strength by placing toy cars or blocks.

• 2:30–3:30 – Talk about why it worked or fell.

• 3:30–4:30 – Children improve their bridge designs.

• 4:30–5:00 – Reflect and share: “What did you change?”