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Educ. Sci. 2018, 8(3), 144; https://doi.org/10.3390/educsci8030144

Early Childhood Science and Engineering: Engaging Platforms for Fostering Domain-General Learning Skills

1
School of Education, University of California, Irvine, 3200 Education Bldg, Irvine, CA 92697, USA
2
Department of Psychology, University of Miami, 5665 Ponce de Leon Blvd, Coral Gables, FL 33143, USA
3
Department of Early Childhood Education, East Tennessee State University, Johnson City, TN 37614, USA
*
Author to whom correspondence should be addressed.
Received: 15 May 2018 / Revised: 7 September 2018 / Accepted: 7 September 2018 / Published: 11 September 2018
(This article belongs to the Special Issue Early Childhood Education)
Full-Text   |   PDF [205 KB, uploaded 11 September 2018]

Abstract

Early childhood science and engineering education offer a prime context to foster approaches-to-learning (ATL) and executive functioning (EF) by eliciting children’s natural curiosity about the world, providing a unique opportunity to engage children in hands-on learning experiences that promote critical thinking, problem solving, collaboration, persistence, and other adaptive domain-general learning skills. Indeed, in any science experiment or engineering problem, children make observations, engage in collaborative conversations with teachers and peers, and think flexibly to come up with predictions or potential solutions to their problem. Inherent to science and engineering is the idea that one learns from initial failures within an iterative trial-and-error process where children practice risk-taking, persistence, tolerance for frustration, and sustaining focus. Unfortunately, science and engineering instruction is typically absent from early childhood classrooms, and particularly so in programs that serve children from low-income families. However, our early science and engineering intervention research shows teachers how to build science and engineering instruction into activities that are already happening in their classrooms, which boosts their confidence and removes some of the stigma around science and engineering. In this paper, we discuss the promise of research that uses early childhood science and engineering experiences as engaging, hands-on, interactive platforms to instill ATL and EF in young children living below the poverty line. We propose that early childhood science and engineering offer a central theme that captures children’s attention and allows for integrated instruction across domain-general (ATL, EF, and social–emotional) and domain-specific (e.g., language, literacy, mathematics, and science) content, allowing for contextualized experiences that make learning more meaningful and captivating for children. View Full-Text
Keywords: approaches to learning; executive functioning; early childhood; science; engineering approaches to learning; executive functioning; early childhood; science; engineering
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0).
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Bustamante, A.S.; Greenfield, D.B.; Nayfeld, I. Early Childhood Science and Engineering: Engaging Platforms for Fostering Domain-General Learning Skills. Educ. Sci. 2018, 8, 144.

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