Engineering - Building Creativity

Introduction and Importance

By encouraging children to explore, test, and create, engineering fosters problem solving, creativity and design thinking. Hands on learning activities, such as building towers using recycled materials or designing bridges using recycled materials, not only encourage hands and minds on work but also the learning of abstract concepts by connecting those abstract ideas to real world applications. Stacking and balancing blocks, for example, helps the child develop spatial awareness and problem solving skills. However, engineering activities that can spark innovation require scaffolding to coincide with teacher supported learner developmental stages, or else they threaten to become sources of frustration and disengagement (Pantoya et al., 2015).

Theories and Perspectives

STEM pedagogy blends science, technology, engineering, and mathematics into a lesson full of examples and puns, stressing creativity and critical thinking. It helps children learn to view problems as whole, as when they are trying to figure out pulleys to learn about mechanical principles. Furthermore, Dewey’s experiential learning theory emphasizes the necessity of real world problems being solved through design and experience. For example, building bridges with recycled materials gives children an opportunity to use knowledge in the meaningful contexts. Yet, balancing open ended exploration with structured guidance is the challenge in ensuring the learning outcomes are effective (Aniskin et al., 2020).

Resources and Materials

A range of tactile and digital resources supports engineering activities. Building blocks, simple machines, LEGO kits, and traditional tools promote hands on exploration while digital tools, like Tinkercad, give children a chance to 3D model. To illustrate, children can use Tinkercad to design virtual prototypes of their constructions while learning technological fluency at the same time. However, I would make sure that these tools are employed inclusively given the potential lack of access and skill dimensions for learners (Behnamnia et al., 2020).

Age Group Learning Experiences

0–2 Years

• Stacking and Balancing Blocks: Encourage children to stack and balance blocks to explore stability and symmetry while developing motor skills.

• Exploring Textured Materials: Provide soft or textured blocks for sensory exploration and early engineering play.

2–3 Years

• Building with Duplo Blocks: Introduce Lego Duplo to develop fine motor skills and spatial reasoning by constructing towers and simple structures.

• Constructive Play with Cups: Use plastic cups for building and stacking activities to foster problem-solving and coordination.

3–5 Years

• Simple Machines: Guide children in constructing basic machines like pulleys to introduce mechanical concepts through play.

• Building Ramps: Use cardboard and blocks to create ramps, exploring cause-and-effect relationships with rolling objects.

6–8 Years

• Bridge Building: Design bridges using recycled materials, emphasizing creativity, teamwork, and problem-solving.

• Wind-Powered Models: Encourage creating windmills or cars powered by wind to integrate engineering with renewable energy concepts.

Original Learning Opportunities with Evidence

Engineering (0-2)

Engineering (0-3)

Engineering (3-5)

Critical Reflection

Being a future educator, I imagine how the application of engineering activities can help in inculcating innovation in leading young learners to work in teams together. Building bridges is not only a hand on project which teaches problem solving it, but it also creates an environment for collaboration as children build together to see if their ideas work. A concrete example is Lego construction group activity; children are allowed to share ideas, and learn from each other’s ideas, so it is good for creativity and social skills (Pantoya et al., 2015).

I also understand the benefits of adding digital tools such as Tinkercad into engineering lessons. Children are able to visualize and change their designs with the help of these technologies, closing the chasm between ideas and real objects. But I still have to keep in mind digital resources availability that differ depending on the areas and need to provide alternatives to include everyone. I will come to reflect on this, at least, creating a balance in my approach between tactile materials and technology, according to the range of learning need.

Nurturing the mindset of experimentation and resilience requires engineering activities. Through allowing children to design, test and refine their ideas, I want them to be confident, and adaptable in the face of future challenges, and to be creative and determined to meet future challenges.