Creative EngineeringDesigning, testing and improving

Young children explore engineering by designing testing and improving with curiosity and resilience.

Introduction

Engineering in the early years is not just about building structures it is a creative process of designing testing and improving. Knaus and Roberts (2017) describe engineering as solving problems and finding out how things work. It allows children to use their natural curiosity to investigate materials and forces. When we facilitate engineering we are encouraging children to ask questions like how can I make this stronger or why did this fall down. This promotes divergent thinking where children find multiple solutions to a single problem rather than just looking for one right answer. It builds resilience because failing and trying again is part of the process.

Theories and Perspectives

The theoretical basis for engineering lies in constructivism where children build knowledge through active engagement with the world. Knaus and Roberts (2017) highlight the Inquiry-Based Learning framework which involves orientation conceptualisation investigation and conclusion. This aligns with Piaget’s view that children learn physical knowledge by handling objects. We also draw on Vygotsky’s social constructivism because engineering projects often require collaboration. When children work together to build a fort they negotiate roles and share ideas which scaffolds their learning. The engineering design process of explore create improve is also a key perspective we use to guide these activities.

Resources, Materials & Digital Technologies

An effective engineering space prioritizes open ended materials and tools that support designing testing and improving.

Construction Materials

  • Varied blocks, cardboard boxes, tubes
  • Masking tape, glue sticks, clips for joining
  • Recycled plastics and loose parts

Tools & Measuring

  • Rulers, measuring tapes integrated in block corner
  • Simple hand tools at a tinker table
  • Old appliances to explore inner workings

Digital Technologies

  • Camera or tablet to document build process
  • Simple robotics like Bee-Bots for sequences
  • Stop-motion or photo sequence apps

Age-Appropriate Learning Experiences

0 - 2 Years (Sensory Engineering & Cause-and-Effect)

Heuristic Play with Containers

Provide containers with varied lids and objects that fit inside. Infants explore which lids fit which containers and what can be hidden inside, developing early problem solving and understanding of size and shape. Adapted from STEM in Early Childhood Education this links to EYLF Outcome 4.1 where children develop dispositions for learning such as curiosity and persistence.

Knaus & Roberts, 2017, EYLF Outcome 4.1

Block Stacking and Knocking

Sit with the infant using soft blocks or nesting cups to stack two or three blocks. Encourage knocking them down then try stacking one again. Babies experience cause and effect and develop fine motor manipulation. Adapted from Knaus and Roberts (2017) this links to EYLF Outcome 4.2 where children develop inquiry and experimentation.

Knaus & Roberts, 2017, EYLF Outcome 4.2

2 - 3 Years (Motion, Balance & Spatial Thinking)

Ramp Rolling

Use a flat piece of wood or cardboard to create a ramp. Provide cars and balls of different weights and sizes and wonder which will roll fastest. Children explore motion and gravity through simple machines. Adapted from STEM in Early Childhood Education this links to EYLF Outcome 4.2 as children hypothesise research and investigate.

Knaus & Roberts, 2017, EYLF Outcome 4.2

Box Construction

Offer cardboard boxes of varying sizes and masking tape. Challenge children to build a tower taller than they are, discovering that larger boxes work best at the bottom. This teaches balance stability and spatial relationships and links to EYLF Outcome 5.4 as children begin to understand how pattern systems work.

EYLF Outcome 5.4, Knaus & Roberts, 2017

3 - 5 Years (Design Process & Fine Motor)

Three Little Pigs Structural Challenge

After reading the story invite children to build a house that can survive a wolf blow using straw sticks and Lego bricks. Test with a hairdryer to simulate wind and apply the engineering design process of planning creating and testing. Links to EYLF Outcome 4.3 as children transfer learning across contexts.

EYLF Outcome 4.3, Howard & Mayesky, 2022

Spider Web Construction

Provide a basket with holes or a hula hoop and yarn. Children weave a web strong enough to hold a plastic spider learning to loop and tie for tension and structure. This develops fine motor skills and engineering thinking and links to EYLF Outcome 5.3.

EYLF Outcome 5.3, Howard & Mayesky, 2022

6 - 8 Years (Materials, Stability & Sequencing)

Foam Block Engineering

Using foam blocks and shaving cream as mortar students experiment with how much glue holds blocks without sliding. They investigate material properties and stability in construction, aligning with the Australian Curriculum for Design and Technologies to generate develop and record design ideas.

ACARA Design & Technologies, Knaus & Roberts, 2017

Marble Run Challenge

Using recycled tubes and tape students design a marble run attached to a wall where the marble takes exactly five seconds to reach the bottom. They adjust angles to control velocity and friction through trial and error and produce designed solutions for authentic needs per the Australian Curriculum.

ACARA Design & Technologies, Howard & Mayesky, 2022

See full references on the References page.