Date

1-4-2017 12:00 AM

Major

Early Childhood Education

Department

School of Education

College

College of Human Sciences

Project Advisor

Christine Lippard

Project Advisor's Department

Human Development and Family Studies

Description

For my project, I collected data in the Iowa State Child Development Lab School observing 3, 4, and 5-year-olds using the Early Engineering Observation Tool (EEOT). The EEOT collects data on specific engineering behaviors. This data included: the learning setting and focus during engineering behavior, the number of children involved in engineering, and the teacher’s role and possible response to the behavior. After completing data collection, I analyzed the data using SPSS software. The synthesis of data showed that individual and small group settings along with block building and art areas are more likely to stimulate engineering habits of mind. Gender of the child was not associated with frequency of engineering behavior. With the information gathered from my project, I am able to formulate a mindset of how to set up a future classroom to generate student’s engineering habits of mind. This mindset includes how to set up a classroom or formulate groups to encourage students to use engineering habits of mind throughout the day. The EEOT also shows how teacher interaction plays a role in engineering habits of mind, and these responses allow for better analysis of how and when teachers can or should interact with children to further their thinking to reach an engineering habit of mind.

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Apr 1st, 12:00 AM

Preschool Participation in Engineering Habits of Mind

For my project, I collected data in the Iowa State Child Development Lab School observing 3, 4, and 5-year-olds using the Early Engineering Observation Tool (EEOT). The EEOT collects data on specific engineering behaviors. This data included: the learning setting and focus during engineering behavior, the number of children involved in engineering, and the teacher’s role and possible response to the behavior. After completing data collection, I analyzed the data using SPSS software. The synthesis of data showed that individual and small group settings along with block building and art areas are more likely to stimulate engineering habits of mind. Gender of the child was not associated with frequency of engineering behavior. With the information gathered from my project, I am able to formulate a mindset of how to set up a future classroom to generate student’s engineering habits of mind. This mindset includes how to set up a classroom or formulate groups to encourage students to use engineering habits of mind throughout the day. The EEOT also shows how teacher interaction plays a role in engineering habits of mind, and these responses allow for better analysis of how and when teachers can or should interact with children to further their thinking to reach an engineering habit of mind.