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Early Childhood Building +Talking = Engineering + Design
The document outlines the Chicago Architecture Foundation's initiatives aimed at engaging youth and educators in architecture and design through various programs and resources. It emphasizes the importance of hands-on experiences, vocabulary development, and inquiry-based learning to foster critical thinking and problem-solving skills in young learners. Additionally, it highlights the role of effective communication and collaboration in enhancing children's cognitive and physical development.
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Early Childhood Building +Talking = Engineering + Design
- 1. Building + Talking= Engineering + Design Gabrielle Lyon Vice President, Education & Experience Chicago Architecture Foundation Opening Minds Conference, Chicago, IL 1/22/16
- 2. WHY DESIGN MATTERS CAFinspires people to discover
- 3. CAF OVERVIEW 583,000 11,000 80 450 1,500 180,000 annual audience Members staff docents othervolunteers social media followers
- 5. 20,000 youth, teens& teachers
- 6. Educator Institute Curriculum Schoolyards toSkylines, The Architecture Handbook, Discover Design.org, Architecture.org, Mentors + Volunteers Connecting professionals with students Professional Development Continuing Education Workshops and Resources
- 7. Teen Academy Pursue Programs RodgersTeen Fellows - field-based career exploration programs for highly engaged students Discover Programs Saturday Studios, Architects in Residence, E-Fest Investigate Programs Competitions, Summer Camps, Multi- week programs, After School Matters
- 8. Studio Programs Field Trips WalkingTours + Studio Workshops Family Programs Camps Lego Build, Read+ Build Family Festivals E-Fest, Open House Chicago
- 11. FIRST – LET’SBUILD!
- 12. Structures that Matterfor Learning in Early Childhood • Curiosity • Large & small motor control • Early math
- 13. Stages of BlockPlay • Stage 1: Discovering blocks (very young children or inexperienced builders) • Stage 2: Stacking blocks (rows & patterns) • Stage 3: Creating Bridges (two blocks to support a third *technical problem solving) • Stage 4: Making Enclosures (*technical problem solving; accessories - people, animals, food) • Stage 5: Using patterns & symmetry (complex structures, designs, accessories) • Stage 6: Designing, planning constructing elaborate structures (dramatic play, naming structures)
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- 15. The Thirty MillionWord Gap
- 17. Tune In • Childrenlearn the most when you Tune In to what they’re focused on and talk about it. • What your child is focused on is always changing. Tune In by paying attention to what he’s focused on and change your words to match. • Your child will learn the most when she’s engaged in what he’s hearing. ©Thirty Million Words
- 18. Talk More • Whenyou Talk More and engage with children, you build and strengthen connections in their brains. • Don’t just do it; talk them through it! Talk More with your child about what you’re doing as you do it. • Think of your child’s brain like a piggy bank. Every word you say is a penny in her bank. The more you talk now, the richer she’ll be later. ©Thirty Million Words
- 19. Take Turns • Childrenare never too young to engage in conversation, or to Take Turns talking, with you. • Babies babble, cry, and make facial expressions. Toddlers use gestures and made-up words. Preschoolers use real words. All of these are ways children communicate, or Take Turns. • Respond with words to everything your child communicates. The more practice your child gets taking turns, the stronger talker he’ll become. ©Thirty Million Words
- 20. Say This….Not That ToBuild Your Child’s Brain You worked really hard What should we do now that we’re done playing? Will you be my helper? You are so smart Put the toys away. Will you help? ©Thirty Million Words
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- 22. What is Engineering? •“skillfully or artfully arranging for (an event or situation) to occur” • Observing & testing with a purpose
- 23. Science Inquiry inPractice • Explore objects, materials, and events. • Raise questions. WONDER WHY • Make careful observations DESCRIBE THOUGHTFULLY. HOW WOULD YOU DESCRIBE THAT? • Engage in simple investigations TRY THINGS OUT. LET’S DO IT! • Describe (including shape, size, number), compare, sort, classify, and order. USE SPECIFIC WORDS. HOW MANY? • Record observations using words, pictures, charts, and graphs. DRAW IT. • Identify patterns and relationships. WHAT IS THE SAME? WHAT IS DIFFERENT? • Develop tentative explanations and ideas. MAKE STATEMENTS THEN WONDER. I THINK….WHAT WOULD HAPPEN IF? • Work collaboratively with others. • Share and discuss ideas and listen to new perspectives. MORE IDEAS. WHAT ELSE?
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- 25. What’s Worth Knowing& Experiencing at the Chicago Architecture Foundation? KNOWLEDGE/SKILLS Vocabulary Chicago Architectural skills How to get to know a place, “This place" How to solve a problem; knowing there is a process that can be used CAF is a resource EXPERIENCES Learning to look; seeing Making, touching Access to experts Design process Self-efficacy in the built environment (“I can affect my environment/I have agency”) Public component ©Chicago Architecture Foundation Education Design Principles 25
- 29. Intentionality about whatwe do & how we do it • Asking questions with intentionality: 'How would we get from here to there?" "What else might we need" "How will we know what this building is?” "What buildings does a city need?” • When we ask specific questions we give young people the chance to define problems and practice describing what they see. • These are critical skills not only for brain development for very young children but are the precursors to truly scientific & logical thinking for older children.
- 30. Building & buildingagain • "What if we try to build that again in another way? What else could we use?" • When we encourage young people to think about testing (rebuilding, do-overs, etc) as an expectation we help them be comfortable that "making a mistake" isn't the end – it's just part of the process. • Building again encourages invention –the heart of the thing we're after.
- 31. Say the words& say them again. • "Vocabulary" is one of our education design principles. • We use vocabulary that matters for building – arch, dome, column, gazebo, lintel, truss — challenge yourself to stretch the ways you incorporate architecture terms.
- 32. Building isn't justabout buildings • We value physical skill development of cutting, placing tape, tying string, or aligning a pipe cleaner into a hole. • Gross motor development is critical for brain development. • Sharing what they’ve built with each other helps form identity and self confidence • Collaborating on where buildings should go and why fosters a shared shared sense of purpose, planning and community
- 33. Readings & Resources •Ballweg, J. “The 12 Stages of Block Play.” Math at Play Blog. 11/12/2013. http://blog.mathatplay.org/2012/11/13/block-blog-12-stages-of-block-play/ • Collected Papers from the SEED (STEM in Early Education and Development) Conference, May 2010. http://ecrp.uiuc.edu/beyond/seed/ • Hirsch, E., The Block Book, 1996. • MacDonald, Sharon, Block Play: The Complete Guide to Learning and Playing with Blocks. 2001. • Masengarb, J. Schoolyards to Skylines. Chicago Architecture Foundation. 2012. http://shop.architecture.org/products/schoolyards-to-skylines • NAEYC Guide to Developmental Benchmarks. https://www.naeyc.org/files/yc/file/200407/ArtsEducationPartnership.pdf. • Suskind, D. Thirty Million Words: Building a Child’s Brain. 2015. http://www.amazon.com/Thirty-Million-Words-Building-Childs/dp/0525954872 • Texas Child Care Quarterly. “Block play: Classroom essentials.” Summer 2009. Texas Child Care. http://www.childcarequarterly.com/summer09_story2a.html 11/30/2011. • Thirty Million Words Initiative. http://www.Thirtymillionwords.org
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