{"product_id":"engaging-young-engineers-teaching-problem-solving-skills-through-stem-9781681257495","title":"Engaging Young Engineers: Teaching","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eBoost young children’s 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 topics—\u003cb\u003eincluding equity and the use of makerspaces\u003c\/b\u003e—this book will help you get all children ready for kindergarten by teaching them \u003cb\u003ebasic practices of engineering design\u003c\/b\u003e and \u003cb\u003ecritical thinking skills\u003c\/b\u003e.\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003eUsing a clear instructional framework and fun lesson plans tailored for infants, toddlers, and preschoolers, you’ll guide your “emerging engineers” as they explore big ideas and develop new ways of thinking through engaging and challenging learning experiences. \u003cb\u003ePractical materials\u003c\/b\u003e include classroom-tested activities that incorporate children’s books, self-reflection checklists, practical strategies and modifications, Early Childhood UDL Planning Sheets, and blank Experience Planning Templates.\u003c\/p\u003e\u003cbr\u003e\u003cp\u003e\u003cb\u003eEDUCATORS WILL\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003e\n\u003cb\u003eIntroduce hands-on learning experiences that teach critical thinking skills\u003c\/b\u003e—curiosity, persistence, flexibility, reflection, and collaboration\u003c\/li\u003e\n\u003cli\u003e\n\u003cb\u003eDemystify and teach key phases of engineering design\u003c\/b\u003e: \u003ci\u003ethink about it\u003c\/i\u003e, \u003ci\u003etry it, fix it, \u003c\/i\u003eand\u003ci\u003e share it\u003c\/i\u003e\n\u003c\/li\u003e\n\u003cli\u003e\n\u003cb\u003eSupport school readiness \u003c\/b\u003eby helping children work toward kindergarten standards, including Common Core State Standards and Next Generation Science Standards\u003c\/li\u003e\n\u003cli\u003e\n\u003cb\u003eUse universal design for learning (UDL) principles \u003c\/b\u003eto ensure that learning experiences work for all children, with and without disabilities\u003c\/li\u003e\n\u003cli\u003e\n\u003cb\u003eEncourage language and literacy development \u003c\/b\u003ewith suggestions for weaving reading into problem-solving experiences and using\u003cb\u003e language to prompt children’s thinking skills\u003c\/b\u003e\n\u003c\/li\u003e\n\u003cli\u003e\n\u003cb\u003ePromote other skills needed for school success, \u003c\/b\u003eincluding social-emotional skills, self-regulation, and executive functioning\u003c\/li\u003e\n\u003c\/ul\u003e\u003cbr\u003e\u003cp\u003e\u003cb\u003eWHAT’S NEW:\u003c\/b\u003e Three new themes: computational thinking, makerspaces, and inclusion and equity in STEM   Every lesson plan updated   More lessons based on new children’s 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\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cul\u003e\n\u003cli\u003e\u003cb\u003eTentative 2nd edition Table of Contents (prior to revision)\u003c\/b\u003e\u003c\/li\u003e\n\u003cli\u003eAbout the Authors\u003c\/li\u003e\n\u003cli\u003e Acknowledgements\u003c\/li\u003e\n\u003cli\u003e A Note to the Reader\u003c\/li\u003e\n\u003cli\u003e\u003cb\u003e\u003ci\u003ePart 1- Why Engineering and Problem Solving are Important Early Childhood Inclusive Classrooms\u003c\/i\u003e\u003c\/b\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cb\u003eChapter 1: Young children are Natural Problem Solvers\u003c\/b\u003e\u003c\/li\u003e\n\u003cli\u003e In this chapter, we would review material from \u003ci\u003eEngaging Young Engineers\u003c\/i\u003e about the importance of teaching critical thinking and problem solving and a method to do that using the engineering design process. We would review our early childhood model and talk about how you can incorporate these lessons and chapters into preschool and kindergarten classes so that they address STEM and literacy. Finally, we would review the applications of Universal Design for Learning in the problem-solving process and how these lessons are applicable to all classrooms, including those with students with disabilities and students who are emerging bilinguals.\u003c\/li\u003e\n\u003cli\u003eCurrently, Chapter 1 serves to (a) review key prior work to bring STEM learning to children from birth to age 5, (b) “demystify” engineering design, and (c) introduce the five thinking skills that are important to engineering design as well as to young children’s problem-solving development. We will maintain these three goals for Chapter 1, but we will update each of the three main sections.\u003c\/li\u003e\n\u003cli\u003e In the “Approaches to STEM Learning” section, we will refer to more recent texts and curriculum materials including recent preschool-aimed “Wee Engineer” program by the Engineering Is Elementary group at Museum of Science Boston and the “Storybook STEM” resources by TERC and the University of Notre Dame, and Marina Bers’ “Coding as a Playground” work on computational thinking with young children. We will also acknowledge \u003ci\u003emaking\/maker spaces\u003c\/i\u003e as an important recent turn in STEM education more broadly. \u003c\/li\u003e\n\u003cli\u003eIn the “Engineering Design Demystified” section, we will update the “shopping cart challenge” example of engineering design to a more recent case with more contemporary references, and we will expand definitions of engineering and technology to incorporate humanistic aspects such as understanding societal impact, collaborating closely with communities, and using engineering in one’s own home and community. We will acknowledge that the engineering profession has a problematic history of excluding and marginalizing people of color and that the public narrative about engineering has not historically recognized all the STEM problem solving that occurs in the daily lives of people from all backgrounds, including people of color. We will articulate a goal of reversing this pattern. \u003c\/li\u003e\n\u003cli\u003e In the “Our Problem Solving Framework” section, we will make updates to incorporate recent attention to computational thinking as a component of modern problem solving. We will discuss how computational thinking is used within engineering design even when computer programming is not explicitly needed. As we introduce the five thinking skills, we will mention the most relevant computational thinking practices for both engineering and young children, including \u003ci\u003edecomposition\u003c\/i\u003e (breaking apart a larger system, process, or problem into smaller, more manageable chunks) and \u003ci\u003ealgorithmic thinking\u003c\/i\u003e (systematically generating a process that produces similar outcomes given similar inputs).\u003c\/li\u003e\n\u003cli\u003e\n\u003cb\u003eChapter 2: \u003c\/b\u003e\u003cb\u003eUniversal Design for Learning (UDL) in Inclusive Early Childhood Settings\u003c\/b\u003e\n\u003c\/li\u003e\n\u003cli\u003e While this chapter will remain largely the same, we will update the explanations to include insights from \u003ci\u003eSix Steps to Inclusive Preschool Curriculum \u003c\/i\u003eby Eva Horn et al. (2018) and \u003ci\u003eUniversal Design for Learning in the Early Childhood Classroom: Teaching Children of All Languages, Cultures, and Abilities, Birth-8 Years\u003c\/i\u003e by Brillante and Nemeth (2017). We will also update the “Research Evidence…” section and add newer references throughout the chapter, as applicable. We would also consider moving the section on the profile children from “Note to Reader” in the pre-matter to this chapter and adding a few more vignettes with children from with different abilities, languages, and cultures to Chapters 3-7 after briefly adding introductions to those children here.\u003c\/li\u003e\n\u003cli\u003e\u003cb\u003e\u003ci\u003ePart 2: Overview of the Book Format, Templates, and Tools\u003c\/i\u003e\u003c\/b\u003e\u003c\/li\u003e\n\u003cli\u003e In this section, we will remind readers of the overall format of the remaining chapters with lessons and units and the various templates and tools available in each chapter. The lessons can still be taught as stand-alone lessons or as units. Each chapter will be aligned to a thinking kills and include two (2) lessons for each age group (previously it had one lesson). Chapters 3-7 with the lessons will follow the same format and use several different text features to support teachers in implementing the units, such as teacher annotations as reminders or thought bubbles with possible questions teachers could ask students at various moments in the lesson. We will introduce new books to use with the lesson for each age group, both fiction and non-fiction books. We will also include references to ways to include Makerspaces in these lessons and products from Makerspaces in the lessons.\u003c\/li\u003e\n\u003cli\u003eIn each chapter from 3-7, it will follow the same format. \u003col\u003e\n\u003cli\u003e Goals and Objectives of the unit \u003c\/li\u003e\n\u003cli\u003e NGSS and CCSS addressed and pre-requisite skills addressed \u003c\/li\u003e\n\u003cli\u003e The original set of lessons (with any needed updates) \u003c\/li\u003e\n\u003cli\u003e A new set of lessons (one infant, one toddler, and one preschool) in each thinking chapter \u003c\/li\u003e\n\u003cli\u003e Directions on how to apply the engineering design process concepts in lessons\/unit \u003c\/li\u003e\n\u003cli\u003e Literature links for fiction and non-fiction texts related to the lessons and content \u003c\/li\u003e\n\u003cli\u003e UDL template for the unit \u003c\/li\u003e\n\u003cli\u003e Connections to ways to incorporate \u003c\/li\u003e\n\u003cli\u003e Ideas for Low cost\/no cost materials to use in the unit\u003c\/li\u003e\n\u003cli\u003e\u003cb\u003eChapter 3 – Curious Thinkers\u003c\/b\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cb\u003eChapter 4 – Persistent Thinkers\u003c\/b\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cb\u003eChapter 5 – Flexible thinkers\u003c\/b\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cb\u003eChapter 6 – Reflective thinkers\u003c\/b\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cb\u003eChapter 7 – Collaborative thinkers\u003c\/b\u003e\u003c\/li\u003e\n\u003cli\u003e\n\u003cb\u003eChapter 8: \u003c\/b\u003e\u003cb\u003eCurious, Persistent, Flexible, Reflective, and Collaborative Teachers\u003c\/b\u003e\n\u003c\/li\u003e\n\u003cli\u003e This chapter will be updated with a new vignette and any editorial updates that are needed. In this chapter, we will also help teachers to be more explicit in how they design their lessons for STEM and how to connect the use of Makerspace. We will look at what that means for teachers and how teachers become equipped and can experience Makerspaces themselves, as well as create them for others.\u003c\/li\u003e\n\u003cli\u003e\u003cb\u003eChapter 9: Tools and Resources for Teachers (new chapter)\u003c\/b\u003e\u003c\/li\u003e\n\u003cli\u003e This chapter will provide links and suggestions for teachers who want to do more with STEM, engineering education, and problem solving in their classroom. We will offer additional tips and tricks on how to infuse STEM into your classrooms.\u003c\/li\u003e\n\u003cli\u003e\u003cb\u003eAppendix: Tools and Templates\u003c\/b\u003e\u003c\/li\u003e\n\u003cli\u003e Early Childhood UDL Planning Sheet-Infants\u003c\/li\u003e\n\u003cli\u003e Early Childhood UDL Planning Sheet-Toddlers\u003c\/li\u003e\n\u003cli\u003e Early Childhood UDL Planning Sheet-Preschool\u003c\/li\u003e\n\u003cli\u003e Blank Early Childhood UDL Planning Sheet\u003c\/li\u003e\n\u003cli\u003e Blank Infant Experience Planning Template\u003c\/li\u003e\n\u003cli\u003eBlank Toddler Experience Planning Template\u003c\/li\u003e\n\u003cli\u003e Blank Preschool Experience Planning Template\u003c\/li\u003e\n\u003cli\u003e General material list; both standard materials and low cost\/no cost materials\u003c\/li\u003e\n\u003c\/ol\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Brookes Publishing Co","offers":[{"title":"Default Title","offer_id":50469780685143,"sku":"9781681257495","price":36.51,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781681257495.jpg?v=1744896291","url":"https:\/\/bookcurl.com\/products\/engaging-young-engineers-teaching-problem-solving-skills-through-stem-9781681257495","provider":"Book Curl","version":"1.0","type":"link"}