Engineering Thinking in Prekindergarten Children: A Systematic Literature Review

Autor/inn/en	Lippard, Christine N.; Lamm, Monica H.; Riley, Katie L.
Titel	Engineering Thinking in Prekindergarten Children: A Systematic Literature Review
Quelle	In: Journal of Engineering Education, 106 (2017) 3, S.454-474 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1069-4730
DOI	10.1002/jee.20174
Schlagwörter	Engineering; Thinking Skills; Preschool Children; Preschool Education; Teaching Methods; Child Development; Mathematics Skills + Suchen Sie Ihr Suchwort? Maschinenbau; Denkfähigkeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Teaching method; Lehrmethode; Unterrichtsmethode; Kindesentwicklung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz
Abstract	Background: Children begin foundational learning in early childhood that sets the stage for later learning and academic success. Research regarding engineering in early childhood is limited yet growing. Purpose: Because interest in engineering in early childhood is growing, this article reviews research regarding interactions, materials, and activities that promote prekindergarten children's engineering thinking, and in turn how this engineering thinking is related to developmental outcomes. Scope/Method: The initial search for papers with relevant keywords returned over 2,000 papers. Upon review, 27 papers pertained to children age five or under and to engineering. The following research questions were addressed: What (a) interactions and (b) materials and activities promote prekindergarten children's engineering thinking? What developmental outcomes are related to children's engineering thinking? Conclusions: The small body of research regarding engineering thinking in prekindergarten children only allows for a few limited conclusions. Specifically, results indicate that children display engineering thinking when actively engaged with materials, adults are better able to facilitate engineering thinking if they have received some guidance on both engineering principles and asking children questions, and children's engineering thinking can promote early math skills and possibly social and emotional development. However, a consistent limitation in the literature is that measures are underdeveloped and their psychometric properties are often unestablished. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01