How to successfully incorporate STEM activities in the outdoor environment

Noemi Tovar, Sulma Bol, Lizette OrtizChild Care Resource Center

Head Start

Getting to know each other

Lizette Ortiz Noemi TovarSulma Bol

Objectives

• Expand understanding of STEM concepts with infant and toddlers

• Explore a variety of outdoor activities to increase knowledge of STEM

• Understand the connection with STEM activities and responsive learning Environments

Activity Time

• Children come to the world with an open mind- Their brains are primed to explore and learn. They naturally “think outside the box” because their thinking hasn’t been “boxed” by experience yet.

What is STEM and How do Children Use It

Science Science is a way of thinking. Observing, experimenting, making predictions, sharing discoveries, asking questions and wondering how things work. (Not just learning science facts.)

• Conduct fun investigations• Use all your senses

Technology Technology is a way of doing. Using tools, being inventive, identifying problems and making things work. (Not just digital technology.)

• Explore Toys that have wheels and toys that do not have wheels

• Explore household tools spoons, forks, shovels rakes…

Engineering Engineering is a way of creating. Solving problems, using a variety of materials, designing and creating things that work. (Not just building structures.)

• Create ramps and use various materials• Use blocks to Build

MathMath is a way of measuring .Sequencing, patterning, and exploring shapes, volume, and size. (Not just counting.)

• Explore Shapes with objects• Stack objects

STEM at an Early Age • STEM learning begins Early, It

is the hands on things that children do everyday.

• Take Children outside into nature. It is a sense of explorer we want to tap into

• When children investigate their outdoor environment, they experience the satisfaction that can come from investigation, discovery, and solving problems.

Theory and outdoor STEM activitiesTheorist Key Concepts

John Dewey ❖ Developed Concepts of child centered Learning

❖ Curriculum Development based on teacher observations of children

Maria Montessori ❖ Children need large blocks of interrupted time to play

❖ The environment is the third teacher

Jean Piaget ❖ Children learn through the interaction with the environment and they construct their own knowledge

❖ Open ended activities and questions support cognitive development

Lev Vygotsky ❖ Recognized the importance of interactions with teachers and peers in advancing knowledge

Children Engage in STEM EverydaySTEM SKILLS

Executive Function

Naturally Building Executive Function Skills

• Executive functions are the cognitive abilities needed to control our thoughts, emotions and actions.

Executive function disruptions and Outdoor benefits

Toxic Stress and Neglect can inhibit executive function

The outdoors can provide a nurturing and calming environment

Executive Function

Logical Thinking

Children Naturally Build Theories

• Logical thinking is a process of clearly moving from one related thought to another, and to incorporate logic when analyzing a problem in order to come up with a solution.

Logical Thinking and the outdoor environment

Motivated and Persistent Problem Solvers

• Problem solving means that children are able to figure things out.

Naturally Building Motivated and Persistent Problem Solvers Skills

Motivated and Persistent Problem Solvers and the outdoor environment

Uses own actions or movements to solve simple problems such as rolling to the side to reach an object or kicking to make something move.

Explores how to make something happen again or how something works by doing actions over and over again, such as repeatedly filling a container

and emptying it out.

Babies and Toddlers do STEMAge Activity STEM

skill/conceptDRDP Measures /ELOF

Infants Recognize mom, dad, and other caregivers

Categorization,comparisons, sorting

Cognition 2: Classification

Infants Play peek-a-boo Cause & effect Cognition 8: Cause and

Effect

Infants Cry to signal the need for help Logic, reasoning Cognition 9: Inquiry through

observation and

investigation

Toddlers Anticipates the ends of songs and stories

Pattern recognition

Cognition 2:Classification

Toddlers Says "Red ball!" - Names objects and identifies characteristics of objects

Classification Cognition 2: Classification

Twos Predicts what happens next in simple books

Cause & effect, sequencing

Cognition 8: Cause and

effect

Twos Plays with a shape sorter and learns how to place object inside

Problem solving Cognition 1: Spatial

Relationships

Exploration TimeQuestions:How are you going to incorporate some of these materials in your classroom?

What other materials can you incorporate in your outdoor environment?

How will you modify these activities to meet the individual needs of all the children in your classroom?

STEM and Responsive Learning Environments

Adults intentionally set up the environment

• Observe children in the classroom

• Use the environment as the third teacher

• The environment is used to scaffold children’s knowledge

• Teachers intentionally provide open ended materials and spaces

Children benefit from the environment

• Children actively explore the environment and are able to think creatively

• The environment and open ended materials allow children to problem solve

• Supports peer interactions

• Supports executive function, logical thinking, and persistency

Questions/ Comments

References:

www.eclkc.ohs.acf.hhs.gov

The outdoor classroom project training manual

Desired Results Developmental Profile (DRDP 2015)

Mooney, Gahart, Carol (2013) Theories of Childhood St Paul, MN Redleaf Press