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STEM Kit experience

For the STEM (Science,Technology, Engineering, and Math) KIT, I consider Magnetic tiles. It Includes colorful non-toxic BPA-free plastic magnetic building sets.They have round corners and are lightweight with endless opportunities for children to play.They are open-ended materials for children to learn Bi-dimentional (BD) shapes (math) and build Three Dimensional (TD) objects (Engineering). The pieces can glow in the dark and in light have beautiful reflections (science). Children can develop their imagination skills to create construction (Engineering), learn about colors, shapes, and magnetic nature (science). So, magnetic tiles are useful to learn science and practice math as well. They can use simple machines to measure them and practice technology. They can build boxes, towers, houses, car carriages and many other structures.

Data display template:

Gather a bunch of magnetic tiles of the same dimensions and a variety of colors. Mix them up and put them in a pile. Ask children some questions about them. For example “Without counting, which tile color do you think has the most one?”Ask them how they might be sure that these guesses are right. Create the stacks of tiles and put them in order of height. Children can use their observations and counting skills to show the distribution of colors, create a tally or bar chart. After learning the data display, they learn to compare.

Children can play alone or with others and develop language and social skills. We should provide enough time for children to explore, stimulate, and manipulate their brains. We should ask open-ended questions and encourage children to describe what they are doing to engage more. Children can make dominos, maze, math and spelling ideas (make numbers and letters), repeat the sequence and make patterns, do sensory play or puzzle match, and discover the colored lights and magnet nature. It is very helpful for hand-eye coordination development when children pick up the pieces and try to connect the sides.They improve a child's critical thinking skills, problem solving, imaginative play, and creativity. Children concentrate on sensorimotor planning, spatial awareness, and fine motor skills while playing with Magna Tiles. By exposing themselves to light they learn about light reflection. They can superimpose the tiles and learn color mixing.

Questions to guide the experience:

How many red (or other colors) tiles do you have? How many squares do you have (or other shapes)? Do you see a pattern? Why is this tower/ bridge (made out of tiles) stable/unstable? What is the color make up when putting the red and yellow tiles over each other? What do magnets attract? What objects do magnets stick to?

References:

Best Magnetic Tiles for Kids [Video], (2020). You Tube. https://www.youtube.com/watch?v=iBa67QMhK7k

Greenwald, S. J., & Thomley, J. E. (2020). Learning models and trajectories in mathematics. Salem Press Encyclopedia of Science.

Saliza, S.A., Zulkardi, & Darmawijaya. (2013). Set a Structure of Objects with a Help of Grouping to Ten Strategy to Understand The Idea of Unitizing. Journal on Mathematics Education, 4(2), 223–234.

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STORY WALK

What is a Story Walk?How to use it?

STORY WALK was created by Anne Ferguson and is a fun, educational, outdoor activity whereby a children's book is deconstructed and the pages of the book are laminated and placed on wooden stakes along a walking trail. It is an innovative and delightful way for children and adults to enjoy reading and outdoors at the same time. As you stroll down the trail, you're directed to the next page in the story, answer some questions, do some activities, or sing a song.

How does it support children’s learning?

Reading a storywalk with adults gives children the opportunity to learn new words, songs, describe things and events, enjoy and tell stories, learn how to follow a story in sequence (physically moving from page to page), and hear and play with sounds and letters in words. Language, reading and writing skills develop unintentionally at the same time and are intimately linked. Early literacy, physical activity, and family engagement take place all together. Family values and literacy skills can develop by reading together. Physical activity which children follow through the story and cognitive skills while children think about questions and do predictions develop through a dynamic interaction. So, families experience healthy and happy family time learning outdoors.They can develop values related to physical activity by spending time outdoors together.

My chosen book for story walk is I spy shapes!

It reviews common two dimensional shapes such as circle, square, rectangle, oval, and triangle. Children can look for certain shapes that can be seen in the environment. They are encouraged to explore more similar shapes and sort them or different shapes and compare them. Being able to identify basic shapes is the foundation for understanding more complex geometrical concepts that we encounter in day-to-day tasks.

They learn the names of shapes and their characteristics and find shapes in everyday items. It is a Child directed activity and engages children’s curiosity. They develop their language and communication and social skills as well. They also learn about sequential concepts such as first, second, and third.

Question Sample for page #: How many sides does a triangle have? How about a square? Can you stalk something on top of them? How about a circle?

Singing song sample for page #: Let sing a shapes song till next page:

Triangle, Rectangle

Circle, Oval, Square

Activity sample for page # : Hop like a rabbit till next page

References:

Lakes Literacy’s Jennifer Peterson organizes Story Walk for kids.(News). (2020, October 7). Burns Lakes District News (Burns Lake, British Columbia), NA.

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Data Display

Data displays are a very important math topic and math language for children to build on their math skills. Data displays can be done with children anywhere from toddlers to school age children. It is a visual representation with charts or graphs and teaches several math concepts such as gathering, sorting, stalking, and comparing to children. Because it is a multi step process to work with, it prevents children from being overwhelmed or confused when they are making their own data displays. Data graphing in the early years helps children quantify information in order to answer a question. It is an important math tool to introduce simple concepts of greater than/less than, or most and least to children. Also, it helps learning mathematical concepts such as sorting, organizing, counting, comparing, and analyzing. Children learn to collect information by observation, questioning or measurement. Then, they organize them in graphs for analysis. Indeed, they learn sorting and categorizing, which preschoolers love to do anyway. Graphing is a simple way of organizing that information with lots of fun. We can ask simple questions such as what is your favorite season/ icecream flavor/ color…? Or how many letters are in your name?

Then following with gathering data, and draw them in a chosen graph such as bar graph following these steps

1. Collect your data, 2. Draw an x and a y-axi, 3. Label the x-axis. 4. Label the y-axis. 5. Draw your bars.6. Interpret the data.

or pie chart following these steps 1. Collect your data, 2. Draw a circle, 3. Label the colors. 4. Draw the parts 5. Interpret the data.

We should encourage children to investigate topics that particularly interest them and then present their data in the charts. When children interpret the chart, they look for differences in the size of the parts, compare them, and have an accurate visual estimation when comparing portions.

Sample of tally for the question of what is your favorite season:

Sample of bar chart for the question of what is your favorite season:

Sample of pie chart for the question of how many letters are in your name?

References:

Marotz, L. & Allen, K. (2016). Developmental Profiles Pre- Birth through adolescence 8th Edition.

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Making a bridge:

I start to make two bridges and test how much weight each can hold.The materials I have are two paper, disposable cups to form the two ends of a bridge, a piece of paper, and 50 beads. I make a cut in the inside part of the cups and place the piece of paper inside the cuts. Now, the bridge is ready to test. I can slowly place small beads onto the bridge and watch how many can hold before collapsing. It can stand for 50 beads.The strength of these structures and stability are two important factors.

Dome shapes are strong shapes and good for foundation resistance when designing a bridge.

This activity can improve finger dexterity and wrist movement in children. They learn how to cut, how to control their finger movement, and practice eye-hand coordination. They use their imagination, creativity, and curiosity to explore, form and reform, do and redo to find a solution for the problem. They learn critical thinking. They practice math and spatial concepts, earn confidence and resilience, and grow teamworking. They extend the vocabulary spectrum and develop their literacy skills as well.

Engineering process has several steps: finding the problem?, brainstorming ideas, designing or inventing, building or creating, testing and evaluating, re-designing or modifying, designing, and sharing solutions with others. They can build basic 3D creatures and develop their independent thinking, problem solving skills and imagination. Children have a natural interest in engineering and are curious about how things work or are designed. They need enough support, time,and space to develop patience, confidence, resiliency, and creativity. We should ask them thoughtful questions to help children go through the steps and provide them appropriate materials to encourage them to build. When they work in a team, children can develop collaboration skills and team working.

References:

Kavanagh, M.(2021). Math and Science copy.[PowerPoint Slides]. Retrieved From:

https://brightspace.algonquincollege.com/d2l/le/content/373192/viewContent/6053807/View

Marotz, L. & Allen, K. (2016). Developmental Profiles Pre- Birth through adolescence 8th Edition.

Piaget, J. (2001). The psychology of intelligence. Oxford, UK: Routledge

UKEssays.

Vygotsky. L.S. (1978). Mind in Society: The Development of Higher Mental Processes. Cambridge, MA: Harvard University Press. (Original work published 1933

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Splash in a puddle for toddlers:

A puddle is a small accumulation of water and usually forms after rain. When children jump in them and splash water, they try to explore and discover their environment using their senses. These outdoor activities not only get children away from screens, but give children fresh air, exercise, and sunlight. This active play can help children to earn confidence and learn how to walk, run, jump and move their bodies. Jumping in puddles is a perfect way to practice movement skills.They engage in physical exercise to strengthen their muscles. Puddles give them a perfect opportunity to splash some water, stomp like an elephant and jump all day. They can pretend they are frogs and jump into puddles or pretend to be rabbits hopping up and down. A growing child needs this kind of exposure. Besides, when they are playing in the rain, they learn about different weather. The importance of connecting children to nature : Children as humankind interconnect with nature and feel a sense of belonging to nature. Regardless of which out-door activity is chosen, children could strengthen their muscles, boost the immune system, and increase general body health. In fact, doing physical activities are associated with calorie burning and teaches children a healthy lifestyle and physical literacy.They can also overcome their stress and anxiety problems when playing in nature. Curiosity cycle: Children are full of wonder and desire to explore their surroundings, discover it, ask questions, test the theories, and find the answers. Given plenty of time and space to explore, they create some hypothesis in their mind to test and experiment. They ;earn how to solve their problems, overcome their fears, develop empathy, and become knowledgeable and independent. Curiosity makes them confident and self-aware. Children learn through play and play is children right. References: Kashin, D. & Dietze, B. (2016). Materials for Sparking Children's curiosity and play. In empowering pedagogy for early childhood educators (Chapter 9). [photograph]. Retrieved from http://www.peasroncanada.ca/media/highered-showcase/multi-prodcut-showcase/dietze-ch09.pdf

Madren, C. (2011). A tree-lined path to good health.

American Forests, (2). Retrieved from https://www.americanforests.org/magazine/article/a-tree-lined-path-to-good-health/

Marotz, L. & Allen, K. (2016). Developmental Profiles Pre- Birth through adolescence 8th Edition. Boston: Cengage Learning

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Floating or sinking:

If something stays on top of the water then it floats. This experiment is a simple physics experiment that will encourage children to make predictions and observations about floating, sinking, shapes, volume, and density. The materials we need are a bowl of water, 150 plastic bread clips, and a piece of tin foil.

Why do some objects sink and some float?

How many clips does it take to sink a tin foil boat?

Does the boat shape matter? If yes, what shape of boat will hold the most weight?

Floating or sinking:

Here is the steps:

Step 1:Take a flat foil piece, fold its sides like a boat, and place it in the bowl of water.

Step 2: Start to put plastic bread clips into it.

Step 3: Predict how many clips it can carry before it sinks.

Step 4: Put as many as clips in the boat and see how many it can carry before it sinks. Place clips into the boat one by one, slowly. Keep adding them until the boat sinks.The last clip does not count.

Step 5: Get other objects and try this experiment with them.

This video can help:

The foil boat floats because it is spread out and filled with air. If an object is heavy and compact, it sinks. It's the same thing that happens when clips are placed in a boat.

The boat can carry 138 clips before sinking. If we change the shape of the boat from round to rectangular, it can carry 145 clips.

Children like to explore because of a sense of wonder, so they start asking questions, creating hypotheses, and starting trial and error. Indeed, they are ready to experiment and discover. They also repeat the trial again and again to learn skills and experience their ideas.

It makes them confident to learn and encourages them to look for more exploration and ask more questions.

Children are little scientists. Floating and sinking ideas can engage children and they have several questions in their mind. Children’s learning happens through exploration, play, and inquiry.

Children are engaged with their bodies, their minds, and their senses; they ask questions, and explore. They play, enjoy, have fun, and inquiry. Finally, they freely express their ideas in many ways; they feel independent and confident.

References:

Butts, D. P., & And Others. (1993). Is Hands-On Experience Enough? A Study of Young Children’s Views of Sinking and Floating Objects. Journal of Elementary Science Education, 5(1), 50–64.

Kashin, D. & Dietze, B. (2016). Materials for Sparking Children's curiosity and play. In empowering pedagogy for early childhood educators (Chapter 9). [photograph]. Retrieved from http://www.peasroncanada.ca/media/highered-showcase/multi-prodcut-showcase/dietze-ch09.pdf

Ontario Ministry of Education. (2014). How does learning happen? Ontario’s pedagogy for the early years. http://www.edu.gov.on.ca/childcare/HowLearningHappens.pdf

Tolmie, A., Howe, C., Mackenzie, M., & Greer, K. (1993). Task design as an influence on dialogue and learning: primary school group work with object flotation. Social Development, 2(3), 183–201.

https://doi-org.algonquin.idm.oclc.org/10.1111/j.1467-9507.1993.tb00013.x

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Curiosity

Curiosity is behind many discoveries and inventions that have transformed people’s lives completely. It is defined as the desire to explore the surrounding, discover it , ask questions, test the theories, and find the answers. In children, curiosity is key to learning. It helps them to earn information, gather, and use their knowledge.

Children are observant and think about everything that is exposed to them and try to discover subjects. When children follow their curiosity, they expand their vocabulary as they use language to describe what they're thinking, seeing, hearing, or experiencing. When children are curious, they're much more likely to stay engaged. Curiosity prepares the brain for learning and also encourages life-long learning which leads to activation of several areas of the brain that are associated with learning.

You can help your child's growth by supporting her curiosity. They need time and space to explore their environment and we should provide age appropriate, cultural appropriate, and individual appropriate learning tools for them. They need our encouragement to ask questions and respect their curiosity. As a result, they are going to be great problem solvers, overcome their fears, develop empathy, and  become knowledgeable and independent. Curiosity makes them confident and self-aware.

As an example I consider a winter basket of multi-purposes materials such as measuring cup, balance scale, food coloring and sparkles, a bottle of salt, plastic thermometer, tree sticks and pine cones, colorful transparent plastic, shovel ,reel, colorful blocks, and multisize rocks for the 5years preschoolers. I try to consider age appropriate, individual and culturally appropriate materials that are accessible for everyone and I will be a co-player and co-learner with children for their safety and support, and also for my development. When they explore these baskets, they develop fine and gross motor skills (shoveling the snow, using different blocks and making snowmen or snow dogs and using sticks or pine cones for decorating them). They talk together with educators and develop their language skills. Also, they work together and communicate that helps their social skill development. Additionally, with their imagination they develop cognitive skills such as math skills (using measuring tools, compare different rocks’ weights or shapes, counting, sorting, and patterning the rocks) and build new information (pouring salt in the snow and watch how it melts or using thermometer and watch the changes on it), test their theories (mixing food coloring together and with sparkles on the snow and seeing what happened or looking at the snow with different colorful transparent plastic), and solve their problems.

In sum, children are full of desire and wonderment. They are looking for the answers to their questions everywhere. They imagine and experiment their solutions for the problems and testing their theories and unintentionally learn by asking questions of themselves and others. Meanwhile, they develop their social, language, and motor skills as well. Children are attracted by the new materials with their senses, then experiment with them, and build and expand their knowledge about their surroundings.

References: Kashin, D. & Dietze, B. (2016). Materials for Sparking Children's curiosity and play. In empowering pedagogy for early childhood educators (Chapter 9). [photograph]. Retrieved from http://www.peasroncanada.ca/media/highered-showcase/multi-prodcut-showcase/dietze-ch09.pdf