This paper describes an iterative participatory curriculum design approach to developing a problem-based STEM curriculum for preschool children. The curriculum aims to teach young children problem-solving using an adapted version of the engineering design process (EDP). Despite evidence showing that a rigorous, integrated STEM curriculum promotes cognitive development and curiosity, very little STEM or engineering instruction occurs in classrooms for three-to five-year-old children, and few studies include teachers in the curriculum design process. Research has shown that, when children experience an engineering curriculum, they show an increase in engagement, in the number of engineering behaviors displayed, and in persistence in completing activities. As well, when teachers are involved in designing curriculum, they are more likely to feel empowered and sustain implementation. Qualitative analysis of semistructured interviews with 13 preschool teachers after the development process showed that teachers who participated in the process perceived increased knowledge and self-efficacy in teaching STEM in their classrooms. These reflections support using a participatory curriculum design approach for empowering teachers and enhancing self-efficacy in teaching STEM to young children. High teacher self-efficacy has been associated with positive classroom outcomes and teacher retention in the profession.
In the Next Generation Science Standards (NGSS), problem-solving skills are part of science and engineering practices for K–12 students in the United States. Evaluating these skills for the youngest learners is difficult due to the lack of established measures. This paper reports on our process of developing an observation instrument to measure preschool children’s learning and their application of problem-solving skills, namely, the steps of the engineering design process (EDP). The instrument, Engineering Preschool Children Observation Tool (EPCOT), was intended to evaluate the frequencies of problem-solving behaviors and use of EDP-related vocabulary by observing preschoolers engaged with the Seeds of STEM eight-unit curriculum in the classroom. In this paper, we describe the development process and revision of EPCOT, its current constructs, and present descriptive findings from using the tool in a pilot study with sixteen classrooms: eight intervention classrooms who received the entire curriculum, and eight comparison classrooms who received only the eighth unit of the curriculum (to enable comparison). We found that, out of 34 possible behaviors across the problem-solving process, children in all classrooms engaged in 31 unique problem-solving behaviors, suggesting that preschool children are indeed capable of meaningfully engaging in solving problems. We also observed a trend that children who were exposed to more of the curriculum (the intervention group) produced more novel vocabulary words than those in the comparison group, who tended to repeat vocabulary words. Since EPCOT was developed in alignment with state and national standards, we believe it has the potential to be used with other early childhood engineering/problem-solving curricula.
has been a science and STEM educator for more than 20 years. Her experience includes founding and managing a science enrichment enterprise, developing informal science curriculum for young children, supporting Native American teachers in the development of culturally responsive science and math lessons, developing and teaching graduate level courses on assessment in science education, and working with thousands of educators across the country on developing meaningful, standard-based STEM experiences for their students. Mia currently serves as the Director of Professional Development at WPI's STEM Education Center and as PI of an IES funded grant, Seeds of STEM. In these roles she oversees the development and facilitation of STEM themed professional development programs for PreK-12 teachers and administrators and the development and testing of STEM curriculum for preschool classrooms. Dr. Dubosarsky has an undergraduate degree in Biology from Israel's Institute of Technology and a Doctorate in Curriculum & Instruction (science education) from the University of Minnesota.
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