Engineering play with blocks as an informal learning context for executive function and planning

Abstract

Background: Engineering play is an emerging framework for understanding young children's constructive block play as an engineering design process. Few studies have evaluated engineering thinking, language, or behavior in preschool-age children, especially quantitative evaluations that systematically document specific early engineering behavior. More research is needed to support diverse children's engineering education in ecologically valid classroom contexts and understand relations with the key cognitive domains that predict school readiness.Purpose/Hypothesis: The present study investigated the associations of executive functioning and planning skills with preschoolers' engineering play behaviors with wooden unit blocks, tested the moderating role of disability status in these associations, and provided additional reliability and validity data on the Preschool Engineering Play Behaviors (P-EPB) measure. Design/Method: Participants were 110 preschoolers (44% female; 25% children with disabilities) observed and coded during 15-min block play sessions with a peer partner. Children completed separate formal assessments of executive function and planning.Results: A one-factor engineering play variable including six behavior categories (i.e., communicating goals, problem-solving, explaining how things are built/work, following patterns and prototypes, logical and mathematical words, and technical vocabulary) was significantly and positively associated with executive function and planning for children with disabilities. Conclusions: Results provide new knowledge about early engineering measurement and implications for teaching and learning engineering across multiple academic disciplines and with children from diverse developmental backgrounds.

Informal STEM Learning for Young Children: A Systematic Literature Review

“…Of the studies that reported on racial demographics, the participants were diverse and typically numbered in the highest percentage of the students being White, then Black, then Latinx, then other. Nine of the studies reported on the socio-economic status of the participants [ 37 , 38 , 39 , 40 , 41 , 42 , 43 , 44 , 45 ].…”

“…Seventeen studies used another common unit of analysis, caregiver and child. Four of the studies [ 1 , 39 , 41 , 46 ] used educator and child as the units of analysis, and two studies [ 44 , 45 ] used only the caregiver as the unit of analysis.…”

“…The frequency and quality of caregivers’ and staff’ guiding questions and causal talk during participation in the exhibit also resulted in positive outcomes for children [ 1 , 7 , 37 , 38 , 53 , 54 , 57 ]. When children were given the opportunity to both observe and interact with the exhibit, they reported positive learning results [ 1 , 41 , 55 , 57 , 58 , 61 , 62 ]. The opportunity to talk and reflect after leaving the exhibit was also shown to positively influence STEM outcomes [ 53 , 63 ].…”

Exploring the nature of engineering during home-based engineering activities designed for Spanish- and English-speaking families with young children (Fundamental, Diversity)

“…In recent years, there has been an increasing emphasis on exploring engineering with early childhood learners [1], [2]. The majority of these studies have focused on observing young children playing with building materials [3], [4] or examining engineering in the preschool classroom [5]- [7]. However, few studies [8]- [10] have focused on exploring engineering in the home setting, which is a powerful yet often overlooked learning environment for early STEM learners.…”