ENGINEERING

Investigates by demonstrating curiosity about the world around them through observations using any of their five senses.
Example: Child mouths toys and eating utensils to learn about them.

Investigates by seeking information by acting on objects and attending to ability to create change.
Example: Child doesn’t come up with an idea and then builds, but may ‘discover’ problems in the process of creating.

Investigates by attempting to solve concrete, perceived problems by acting on objects.
Example: Child is challenged to make a noise maker that is really loud. When asked how to do it, says “I don’t know” and dives into trial/experimentation.

Investigates by using and comparing materials and strategies to solve a perceived problem through trial and error or experimenting with how things work.
Example: Develops an intuitive understanding of how things work or discovers a satisfying solution to a problem they have defined. The perceived problem is persistent across two or more trials.

Investigates by creating with and comparing different materials and designs with little evaluation of solutions.
Example: Child works on building a bed for toy bear from a pile of materials. Child tries one thing after another until happy with the bed.

Designs by implementing a solution with one or two constraints/rules/criteria, often introduced by the adult.
Example: Child is making a loud noise maker and fills hers to the top. Tries to fit top on but notes she can’t close it because there’s too much rice. She shakes it. Adult notes it doesn’t make any noise at all. Child says that’s because it’s too filled up. Adult asks what we can do to fix it. Child responds “we can get some out”.

Designs by planning a solution prior to implementing, considering appropriateness of materials.
Example: Child decides to build a zoo for the toy animals. Child gathers blocks and other materials for building. Child realizes the giraffes need the tallest cage so uses the longest blocks available for those. The sea lions need somewhere to swim, so child uses a bowl with short blocks for their cage.

Designs by implementing a planned solution with two or more constraints/rules/criteria, which can be defined/perceived by the adult or child.
Example: Child plans a treasure hunt for a sibling, keeping in mind the sibling’s height and fear of the dark by walking through the plan with a parent and narrating where the treasures will be placed.

Designs by generating more than one idea that could solve a problem prior to implementing.
Example: Child chooses wooden blocks over cardboard and says they are stronger. Says she will also try the cardboard blocks because they are taller and ignores small interlocking blocks

Evaluates by conducting tests (evaluating a planned solution).
Note: If testing indicates that problem was not solved, considers new solutions.
Example: With help from an older sibling, child tests out small sections of the domino run they are building to see where the dominoes get stuck.

Evaluates by checking success of previously planned solutions against testable questions, evaluating the strategies and materials with increasing independence.
Example: Children work together to build a safe place to keep a toy cat away from a bird’s nest. One child suggests that they take away a block they put there for support because the cat can use the block as a step, so they need to remove it.

Applies information gained from previous tests to revise a solution, engaging in expression or documentation of staged planning – plan, execute, see results, and plan next step.
Example: Child designs and builds a marble run, going back and forth adjusting the creation until the marble successfully travels from the launch point until it reaches the catch bin at the end.