Throughout this course, we will study the areas of Science, Technology, Engineering and Mathematics and how they relate singly and combined to preschool curriculum planning. We will explo
Throughout this course, we will study the areas of Science, Technology, Engineering and Mathematics and how they relate singly and combined to preschool curriculum planning. We will explore readings, resources, articles, websites, videos, planning resources and supplemental resources provided in the individual course units. These resources replace a textbook and are current materials written by professionals in the field. They present life experiences that can give real input into your studies.
In each of the three units where there is this reflection assignment, you will select one resource in the unit and give a response to the four questions provided. Before you make your resource selection, read all the resources and visit all the links provided in the unit. Some readings will reflect knowledge you already have which will be further solidified. Some material will stretch your thinking and give you a new perspective on a strategy. This coursework is intended to inform, extend your thinking, invite you to query, and reflect on and refine your practices. You will create new knowledge and define your teaching practices with each reflection assignment.
Articles, Websites, and Videos:
This resource demonstrates the benefits of using familiar stories in the picture books genre to help children understand engineering. The authors provide a complete example of a planned curriculum including classroom activity, materials lists, and a community event project culmination.
- Bradley, B. A., Thomas, K., & Bradley Jr., A. A. (2019). A home for three little pigs: Preschool children learn about engineering through designing and testing homes. Science & Children, 57(3), 40–48.
In this article, children discuss a real dilemma when the greenhouse faucet is broken. The classroom teachers guide the children in developing and following clear steps to explore, create, improve, and document their problem-solving process.
- Mano, H., Molina, K., Lange, A., & Nayfeld, I. (2019). Planting the seeds of engineering: Preschoolers think about, talk about, and solve a real problem in the garden. Science & Children, 57(2), 80–84.
This article demonstrates that children engage in science when involved in tinkering and making. As children learn to tinker with materials, they discover the properties of these materials and use them in different problem-solving experiences.
- Bevan, B., Petrich, M., & Wilkinson, K. (2014). Tinkering is serious play. Educational Leadership, 72(4), 28–33.
This resource emphasizes the importance of using authentic problems in the classroom and explores the “seven learning practices of making”.
- Bresson, L., King, M., Brahms, L., & Wardrip, P. S. (2017). Create problems for your preschoolers, don’t solve them! Teaching Young Children, 10(4), 12–15.
Using the book, Eggbert, the Slightly Cracked Egg, the authors present an “egg challenge”. Focusing on the egg packages that protect eggs, children are guided to use “Ask, Imagine, Try, and Try again” prompts.
- Lottero-Perdue, P., Bowditch, M., Kagan, M., Robinson-Cheek, L., Webb, T., Meller, M., & Nosek, T. (2016). An engineering design process for early childhood. Science & Children, 54(3), 70–77.
Using children’s books can help connect and expand early learning experiences. Engineering concepts presented in Pamela Allen’s book, Who Sank the Boat, are brought to life in the boat engineering video.
Due Date: 11:59 pm EST Sunday of Units 3, 4, and 5 Points: 50 each, for a total of 150 points.
Overview: Throughout this course, we will study the areas of Science, Technology, Engineering and Mathematics and how they relate singly and combined to preschool curriculum planning. We will explore readings, resources, articles, websites, videos, planning resources and supplemental resources provided in the individual course units. These resources replace a textbook and are current materials written by professionals in the field. They present life experiences that can give real input into your studies.
In each of the three units where there is this reflection assignment, you will select one resource in the unit and write an essay response to the four questions provided. Before you make your resource selection, read all the resources and visit all the links provided in the unit. Some readings will reflect knowledge you already have which will be further solidified. Some material will stretch your thinking and give you a new perspective on a strategy. This coursework is intended to inform, extend your thinking, invite you to query, and reflect on and refine your practices. You will create new knowledge and define your teaching practices with each reflection assignment.
Instructions: Follow these instructions for each of the STEM Resource & Teaching Reflection essays.
1. Resource Selection: Unit Readings and Resources Section
o Read all the unit resources and visit all the assigned website links
before you make your selection.
o Select one (1) resource to explore and write your reflective essay. You
may choose from the required or supplemental resources in the unit. Your
selection must be from the unit that the Reflection essay is assigned. You
may not use resources outside of the unit materials.
2. Essay
Complete the following four bullets in your essay:
CHS250 – STEM in the Early Childhood Education Classroom
STEM Resources & Teaching Reflection Assignment
o Which resource from the Unit are you writing about? Provide the citation
for the resource in APA 7 format.
o What is the overall idea of the resource and how does it relate to what we
are studying? Summarize in your own words the overall idea and/or main
point of the resource. Discuss how the resource idea and/or main point
relate to the STEM topic(s) we are currently studying. Example: How does
it relate to the unit of science, technology, engineering, or math depending
on which week you are responding to?
o What clicked for you from this resource and how does what you learned
connect to other resources? Describe one important idea, strategy or
technique that you may use in the classroom or the future. In what way will
this idea, strategy, or technique help you connect the STEM domain to a
world view of daily life issues for your students? Make a connection to
another resource that you read from this unit or a previous unit. Make sure
to properly cite this other resource.
o How has this resource changed your thinking? Be specific about your
thoughts prior to this reading and what caused that “aha!” moment of
change?
Requirements:
• Each essay should include the four bullets and your answers underneath each.
• Submit each essay as a Word document in APA 7 format with Title Page and
Reference Page.
• Each essay should be a minimum of two (2) pages, excluding the Title and Reference pages.
Be sure to read the criteria below by which your work will be evaluated before you write and again after you write.
Evaluation Rubric for STEM Resources & Teaching Reflection Assignment
CRITERIA 4 Exemplary
3 Proficient
2 Needs
Improvement
1 Deficient
20 points 16 – 19 points 12 – 15 points 0 – 11 points
Summary NAEYC 6d. Integrating knowledgeable , reflective, and critical perspectives on early education.
Complete and explicit summary written in own words; demonstrates critical reading and reflection on key elements: the intent, impact, purpose and information conveyed in the selected resource. Summary demonstrates deep understanding by providing compelling connections to the intent of the resource. Well- stated connection of the main points and ideas of the resource with the STEM topic(s) being studied and a resource from previous units.
Mostly complete and substantive summary written in own words; demonstrates applied reading and reflection on key elements: the intent, impact, purpose and information conveyed in the selected resource. Summary demonstrates a basic understanding of the intent of the resource. Clearly-stated connection of the main points and ideas of the resource with the STEM topic(s) being studied and a resource from previous units.
Somewhat complete and adequate summary written mostly in own words; demonstrates completed reading. Reflection may be missing one or more of key elements: the intent, impact, purpose and information conveyed in the selected resource. Summary may be missing connections to the main points and ideas of the resource with the STEM topic(s) being studied and/or a resource from previous units.
Summary is lacking in detail, primarily uses verbiage from the instructions or lengthy quotes from the resource with little to no discussion of intent, impact, purpose and information conveyed. Fails to make connections to the main points and ideas of the resource with the STEM topic(s) being studied and a resource from previous units.
15 points 12 – 14 points 9 – 11 points 0 – 8 points
Application
Evaluative, and explicit
Comparative and substantive
Thoughtful, insightful, and
Lacking thoughtful,
NAEYC 5b. Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines.
discussion of ideas, techniques, and classroom indicate significant change and growth in thinking about the STEM topic and early childhood professional practice.
discussion of ideas, techniques, and classroom strategies indicate considerable change and growth in thinking about the STEM topic and early childhood professional, practice.
specific discussion of ideas, techniques, and classroom strategies indicate some change and growth in thinking about the STEM topic and early childhood professional practice. Occasional use of statements like “I learned a lot” or “I learned many ways to ….” without specific evidence of ways to change practices.
insightful, or specific discussion of ideas, techniques, and classroom strategies indicate minimal to no change or growth in thinking about the STEM topic and early childhood professional practice. Regular use of statements like “I learned a lot” or “I learned many ways to ….” without specific evidence of ways to change practices.
5 points 4 Points 3 Points 0 – 2 point
Paper Length and Question Format Professional Writing Standard SS3 Student is proficient in reading and writing.
Fully meets minimum length requirement.
4 questions in bullet format with responses below.
Mostly meets minimum length requirement. Few errors in bullet and response format.
Somewhat meets minimum length requirement. Some errors in bullet and response format
Significantly missed minimum length requirement. Many errors in bullet and response format
5 points 4 points 3 points 0 – 2 points
Grammar, Spelling and sentence structure.
Writing and format are clear, professional and error free.
Few errors that do not impede professional presentation.
Significant error s that do not impede professional presentation.
Errors impede professional presentation; guidelines not followed.
Professional Writing Standard SS3 Student is proficient in reading and writing.
5 points 4 points 3 points 0 – 2 points
APA Format Professional Writing Standard SS3 Student is proficient in reading and writing.
APA compliant. Few errors in APA.
Significant errors in APA.
APA not followed.
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