ENGAGING YOUNG ENGINEERS: TEACHING PROBLEM SOLVING SKILLS THROUGH STEM
Book ID/图书代码： 02352217C00001
English Summary/英文概要： Help young children develop problem-solving skills, and youll boost their kindergarten readiness and set them up for long-term success in STEM subjects. In this timely and practical book, youll discover how to support the problem-solving skills of all young children by teaching thembasic practices of engineering and five types of critical thinking skills (Curiosity, Persistence, Flexibility, Reflection, and Collaboration)— AND discover how to sharpen all these skills as a teacher! Using a clear instructional framework and fun activities tailored for infants, toddlers, and preschoolers, youll help children birth to 5 explore big ideas and develop new ways of thinking through engaging and challenging learning experiences.
A must for teachers in inclusive early education classrooms, this comprehensive guide is your key to teaching the 21st-century skills children need for STEM learning and school success.
Demystify and teach key engineering practices. Prepare kids for success in all STEM areas by teaching four essential engineering principles: think about it, try it, fix it, and share it.
Boost problem-solving skills with proven activities. All the suggested activities have been piloted and tested in classrooms and incorporate teacher feedback.
Plan effective lessons for all children. Discover how to use universal design for learning (UDL) to plan lessons that work for children with and without disabilities.
Start the learning early. Help even the youngest children develop problem-solving skills with activities tailored for infants, toddlers, and preschoolers.
Encourage language and literacy development. Get suggestions for weaving reading into problem-solving experiences, and discover how your use of language can prompt childrens thinking skills.
Promote other skills needed for school success. With the framework and activities in this book, youll also support development of social-emotional skills, self-regulation, and executive functioning.
PRACTICAL MATERIALS: Classroom activities that incorporate childrens books, self-reflection checklists, practical strategies and modifications, Early Childhood UDL Planning Sheets, and blank Experience Planning Templates for infants, toddlers, and preschoolers.
Chinese Summary/中文概要： 帮助幼儿培养解决问题的能力，你将提高他们的幼儿园的准备水平，并为他们在STEM领域取得长期的成功做好准备。在这本适时而实用的书中，你将发现如何通过教授基本的工程实践和五种批判性思维技能(好奇心、坚持、灵活性、反思和协作)来支持所有幼儿的解决问题的技能，并发现作为一名教师如何提高所有这些技能！使用一个清晰的教学框架和为婴儿、幼儿和学龄前儿童量身定制的有趣的活动，你将帮助5岁的孩子探索大的想法，并通过吸引和挑战的学习经验来开发新的思维方式。
这一综合性的指导是教师在包容的早期教育课堂中所必须的，它是教导孩子学习STEM学习和学校成功的21世纪技能的关键。
阐明并教授关键的工程实践。通过教授四个基本的工程原则，让孩子们在所有的STEM领域取得成功:思考、尝试、修正、分享。
用已证实的活动来提高解决问题的技巧。所有建议的活动都在课堂上进行了试点和测试，并结合了老师的反馈。
为所有孩子制定有效的课程。探索如何使用通用设计学习(UDL)来规划对有残疾儿童和无残疾儿童的课程。
早点开始学习。帮助最小的孩子发展解决问题的技能，为婴儿、幼儿和学龄前儿童量身定做
鼓励语言和文化的发展。学习如何将阅读理解成解决问题的经验，并发现如何使用语言能激发孩子的思维能力。
提升学校成功所需的其他技能。在本书的框架和活动中，你还将支持社会情感技能、自我调节和执行功能的发展。
实用材料:包含儿童书籍、自我反省清单、实用策略和修改的课堂活动、儿童早期的规划图，以及婴幼儿、幼儿和学龄前儿童的空白体验规划模板。（WYL）
Awards/获奖情况：“在吸引了年轻的工程师之后，你将永远不会和孩子一起读一本书，这本书也会让孩子们有宝贵的阅读时间，同时也会让他们参与到解决问题的时间里。”——亚瑟•艾森卡夫博士。
About the Author/作者介绍： 安妮•道格拉斯博士是波士顿大学教育和人类发展学院的早期儿童教育助理教授，在那里她获得了早期教育和包容性教育的学士学位项目。道格拉斯博士的研究重点是儿童早期政策、职业发展、质量改善和领导能力。
希森博士是乔治梅森大学应用发展心理学的附属成员。希森曾是儿童早期研究季刊的主编，并与国家儿童教育协会的职业发展副主任进行了合作，他在越南、印度尼西亚、孟加拉和不丹通过世界银行咨询，并拯救了儿童。
玛丽•卢•洛夫，理科学士，是马萨诸塞州波士顿大学社区包容研究所的早期儿童服务的主任，她负责管理赠款，评估项目和早期儿童领域的赠款工作。
安吉拉•斯通-麦克唐纳博士是马萨诸塞州波士顿大学的一名助理教授，她在早期教育和护理领域的“包容性设置”项目中担任助理教授。在过去的17年里，麦克唐纳博士一直与残疾儿童和他们的家庭一起工作，作为一名专职教师、教师、顾问和研究人员。她的研究领域包括早期干预、儿童发育障碍儿童的国际特殊教育，以及为早期干预做准备的教师。
克里斯汀•温德尔，哲学博士，马萨诸塞州波士顿大学的基础科学教育助理教授。她的教学和研究兴趣包括在科学和工程领域的前服务和在职教师教育以及工程师的整合。
Anne Douglass, Ph.D., is Assistant Professor of Early Childhood Education in the College of Education and Human Development at the University of Massachusetts at Boston, where she directs the Bachelor’s degree program in Early Education and Care in Inclusive Settings. Dr. Douglasss research focuses on early childhood policy, professional development, quality improvement, and leadership.
Dr. Hyson is Affiliate Faculty Member in Applied Developmental Psychology at George Mason University. Formerly Editor-in-Chief of Early Childhood Research Quarterly and Associate Executive Director for Professional Development with the National Association for the Education of Young Children, Dr. Hyson has consulted in Vietnam, Indonesia, Bangladesh, and Bhutan through the World Bank and Save the Children.
Mary Lu Love, M.S. is Lecturer/Director of Early Childhood Services at the Institute for Community Inclusion at University of Massachusetts Boston, where she manages grants, evaluation projects and variety of grant work in the early childhood field.
Angela Stone-MacDonald, Ph.D., is an Assistant Professor at the University of Massachusetts Boston in the Early Education and Care in Inclusive Settings program. Dr. Stone-MacDonald has worked with children with disabilities and their families for the last 17 years as a paraprofessional, teacher, consultant, and researcher. Her areas of research include early intervention, international special education for children with developmental disabilities, and teacher preparation for early intervention.
Kristen Wendell, Ph.D., is Assistant Professor of Elementary Science Education at the University of Massachusetts Boston. Her teaching and research interests include pre-service and in-service teacher education in science and engineering and the integration of engineering design into childrens science, reading, and writing experiences.
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