Had a wonderful visit with Wonder Years Learning Center early childhood teachers in Totowa, NJ. During the six-hour training, teachers were introduced to principle foundations of science, technology, engineering, art, and math (STEAM) practices and content appropriate for toddlers through pre-Kindergarten-age. We started off the session by exploring patterns and shapes in nature and in man-made objects and how engineers and architects incorporate patterns and shapes in their building designs. Time was also spent out in the schoolyard to observe patterns and shapes of the school building and local neighborhood. Teachers made observations and drew in their journals. Teachers were also introduced to a wide-array of STEAM-based children’s literature that was aligned with each of the STEAM investigations that were undertaken throughout the training. Teachers were introduced to age-appropriate and low-cost technology that can be incorporated within the early childhood classroom on a daily basis. Many of these tools can be incorporated within the block center such as levels, rulers, tape measures, and journaling. Additionally, each of the STEAM-based investigations undertaken during incorporated 21st-century learning skills: critical thinking, creativity, communication, and collaboration. As always during my trainings, I like to introduce teachers to new STEAM-based products that are well-made and truly incorporate at least three of the STEAM disciplines. Teachers were introduced to Fisher-Price Think and Learn Code-a-Pillar Toy which introduces young children to coding skills on the very simplest level. Teachers had the opportunity to test out Start-Up Circuits which is a well-made toy to teach young children about electric circuits. Another well-made STEM-based toy the teachers were introduced to was Grippies Builders which is a soft grip magnetic building toy for toddlers. Participants were also introduced to a number of robot building kits including Educational Insights Design and Drill Robot, and Velcro Kids Robot Building Kit by Velcro Brand Blocks. At the close of the session, teachers were introduced to tinkering, where children are given opportunities to take-a-part broken toys and household gadgets. Tinkering is perhaps one of the most powerful STEM-based learning experiences and center for any age. As always it was inspiring to see such a motivated group of early childhood educators, as well as a supportive administrator who wanted to provide her staff with a quality and engaging introduction to incorporating STEAM practices and content within the classroom. I look forward to hearing how the Wonder Years Learning Center Staff will incorporate STEAM investigations and practices within their classrooms for the 2018-2019 school year. To get a “bird’s eye view” of the training, check out a sampling of the photos taken during the STEAM training for early childhood educators. [envira-gallery slug=”early-childhood-steam-teacher-training-workshop-wonder-years-learning-center”]
Category: Early Childhood Education
Science and STEM Exploration Centers to Inspire and Empower Young Children
The school supplies are flying off the shelves, it’s that time of year again when parents and teachers are getting ready for the start of a new school year. If you are an early childhood educator, you are perhaps the most influential individual in the eye of a young child. As you begin to plan for the upcoming school year think about what changes you may be able to make within your classroom and even teaching practices that will provide plenty of opportunities for the young child to explore, discover, and investigate. Learning experiences that will lead to the child being inspired and empowered. Take the time to find out what each child’s interests are, and provide learning experiences that will fuel their natural curiosity and interests. With the push to incorporate more science, STEM and technology within the early childhood classroom think deeply about what science and STEM experiences you will introduce the children to. When it comes to incorporating technology within the early childhood classroom think beyond the computers and Ipads, and tool a child places in their hand to make observations, and gather more data about the world around them is considered a form of technology. Thus, incorporating mathematical tools such as rulers, measuring tapes and levels are a great way to introduce the children to tools and technology. Providing simple hand lenses and microscopes, plastic pipettes and beakers, simple household tools and tool belts are ideal for science and STEM exploration centers. Science and STEM exploration centers should allow children to use as many of their senses as possible, incorporate journaling and drawing, as well as access to children’s literature. The following video provides snippets of hands-on-minds-on science and STEM exploration centers that provide opportunities for children to truly explore and discover and make sense of the world around them. The science and STEM exploration centers are highly engaging and the concepts being learned are meaningful to the child. These type exploration centers are sure to inspire and empower the young child. For more information about the science and STEM professional staff development and interactive keynotes Dr. Diana Wehrell-Grabowski conducts worldwide contact her via the contact page. [embedyt] https://www.youtube.com/watch?v=j2vzWty0Zi8[/embedyt]
Project-Based Learning in the Early Years
Project-based learning involves teaching through engaging topics that allow the integration of meaningful learning in all content areas while also supporting development across multiple domains. A project approach has been defined by Katz and Chard (1989) as an in-depth study of a topic by either an individual child, group of children or an entire class. Students and teachers together will determine the topic that they will investigate, resources they will use, and the manner in which their learning will be displayed. The project approach is of immense benefit to children because it encourages them to actively seek knowledge. This might entail them to interact with people in the community, environment and seek out other resources. This will encourage the children’s ability to be independent, be motivated and increase their self-esteem. The project approach has immense benefits to teachers too in terms of them pointing the children in the right direction to explore and freeing the teachers to provide more individualized instruction. The project approach also challenges teachers because each group of children will have different ideas and suggestions for the project. Katz and Chard (1989) have identified three phases in the life of a project. The first phase is the initial phase during which the teacher assesses the knowledge level of the children in the particular area, then the children and the teacher develop the questions that they would like to investigate. During the developmental phase the teacher guides the children to gain direct experience in the topic that they are investigating. During the concluding phase the teacher brings a closure to the project and the children share the knowledge they have gained through several creative methods. Whether project-based learning is being incorporated within an early childhood classroom or in a high school classroom, the definition of a project remains the same, “a project is an in-depth investigation of a real-world topic worthy of a student’s attention and effort.” I recently had the pleasure of introducing early childhood through Kindergarten teachers to project based learning during a professional staff development training. Teachers were given a brief overview of project-based learning and the positive outcomes of incorporating project-based learning in the early childhood classroom. I had chosen “Studying the Human Skeleton” as the theme to introduce teachers to project-based learning. During the training teachers were introduced to a wide-array of exploratory centers that could be incorporated within the classroom to investigate the human skeleton in-depth, additionally connections were made across the disciplines to include: art, engineering, physical education, math, reading and writing. The teachers really enjoyed the session, and it was evident by the end of the training session they had truly embraced project-based learning. The administrator of the school requested that each of the teachers submit a reflection piece after the training to summarize the training. They were also requested to incorporate a lesson from the training within their own classrooms. Teachers submitted written reflections as well as photos of the lessons. The teachers stated over and over again “how excited and engaged the students were” when they were engaged in in-depth explorations of the human skeleton. Teachers also stated “that they would re-design” existing lesson plans to be more project-based. The following photos were taken during the introductory Project-Based in the Early Years professional staff development training. For more information about scheduling professional staff development complete the Contact Form on the Contact Page.
Using Loose Parts to Promote STEAM
I recently had the opportunity to share my knowledge and passion of the value of incorporating Loose Parts in the early childhood classroom to promote science, technology, engineering, art and math (STEAM) content. The theory of Loose Parts, a wonderful term coined by architect Simon Nicholson after his groundbreaking article “How Not to Cheat Children: The Theory of Loose Parts” published in 1971 in the Landscape Architecture Journal. Nicholson believed that we are all creative and that loose parts in an environment will empower our creativity. Loose parts creates endless possibilities and invite creativity. Loose parts are materials that can be moved, carried, combined, redesigned, taken apart and put back together in multiple ways. During this workshop early childhood educators were introduced to the theory of loose parts, and how loose parts can be used to promote science, technology, engineering, art and math (STEAM). Through hands-on-minds-on experiences early childhood educators explored a wide-array of materials that can be incorporated within indoor centers and outdoor play areas. Teachers rotated through seven loose parts centers tinkering, communicating, collaborating, using their critical thinking skills, and imagination. Incorporating loose parts within the early childhood classroom provide such wonderful opportunities for children to explore the world around them using natural, synthetic and recyclable materials. It’s low cost, sustainable, motivating, child-driven and highly engaging. For more information about incorporating Loose Parts within your early childhood + classroom and scheduling professional staff development contact Diana Wehrell-Grabowski, PhD on the contact page within this website. Check out a sampling of photos taken of the early childhood educators during the “Incorporating Loose Parts to Promote STEAM Content” teacher training workshop. What a great group of early childhood educators I had the opportunity to work with!
Early Childhood Educators Explore STEAM Practices and Content
Had the pleasure of introducing 40 early childhood educators of First Methodist Church in Baton Rouge, Louisiana Early Learning Center to science, technology, engineering, art, and math (STEAM) practices and content during a day-long teacher training workshop held at the Early Learning Center. During the day-long workshop early childhood educators were introduced to STEAM practices and content via conducting hands-on-minds-on STEAM-based explorations. Additionally, teachers were introduced to teaching via inquiry-based methods, creating and providing learning experiences that develop and strengthen 21st century skills: critical thinking, creativity, communication and collaboration. Teachers were also introduced to incorporating STEAM-based early childhood literature, and journaling practices in the early childhood classroom. Teachers had the opportunity to use a wide-array of age-appropriate low-cost and meaningful technology such as: rulers, levels, magnifying lenses, eye loupes, digital microscopes, Fisher Price Code-A Pillar, and more. The teachers had a great time as they engaged in hands-on, age-appropriate and meaningful STEAM-based experiences, from block building, materials science, reverse engineering, building structures with recycled materials, and more. In addition to conducting the day-long STEAM training for the staff of the First Methodist Church, Early Learning Center Dr. Diana Wehrell-Grabowski also provided Makerspace consultation. The Early Learning Center is in the process of establishing a Makerspace/ TinkerLab to be used by the 4 and 5 year-old students. Kudos to the administration and staff of the Early Learning Center for having the vision to create and establish a Makerspace/TinkerLab for their students. Below is a sample of photos taken during the day-long STEAM training, as well as a few photos of the soon to be Makerspace/TinkerLab. For more information about the STEM and STEAM teacher training workshops/professional staff development Dr. Diana Wehrell-Grabowski conducts worldwide complete the form on the contact page.