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<p>Let’s do Engineering was a research and engagement project running for 2 years in Scotland, aimed at broadening perceptions of engineering in the early years (ages 3–7). Engineer role models and creative practitioners co-created educational resources which were tested across a variety of settings, including preschool and primary schools. Twenty engineer role models developed over thirty different activities, reaching in excess of 4000 children across Scotland. This article focuses on the impact of the project on the engineer role models, creative practitioners and educators using a mixed methods approach, with data from surveys, interviews and focus groups (n = 49). This study draws out best practices for fostering collaborations between science, technology, engineering, and mathematics (STEM) professionals and creative practitioners (artists) as well as for designing engineering activities for early years audiences. Key evaluation findings were that teachers reported high pupil engagement and valued the diversity of engineering role models, but challenges were identified in linking the resources with child-led early years pedagogies, and the complexity and length of some activities and resources. We have gained knowledge on what educators of 3–7 year olds are looking for when searching for STEM learning materials, and have identified factors that help or hinder the use of learning resources in classrooms.</p>

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Let’s Do Engineering: Engineers and Creative Practitioners Experiences of Co-creating Activities and Resources for 3–7 Year-Olds, and Teacher Evaluation of Resource Effectiveness

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年3月1日

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  • Helen Bridle,
  • Rebecca Donnelly,
  • Annie Padwick,
  • Gnanathusharan Rajendran,
  • Joe Shimwell,
  • Carol Davenport

摘要

Let’s do Engineering was a research and engagement project running for 2 years in Scotland, aimed at broadening perceptions of engineering in the early years (ages 3–7). Engineer role models and creative practitioners co-created educational resources which were tested across a variety of settings, including preschool and primary schools. Twenty engineer role models developed over thirty different activities, reaching in excess of 4000 children across Scotland. This article focuses on the impact of the project on the engineer role models, creative practitioners and educators using a mixed methods approach, with data from surveys, interviews and focus groups (n = 49). This study draws out best practices for fostering collaborations between science, technology, engineering, and mathematics (STEM) professionals and creative practitioners (artists) as well as for designing engineering activities for early years audiences. Key evaluation findings were that teachers reported high pupil engagement and valued the diversity of engineering role models, but challenges were identified in linking the resources with child-led early years pedagogies, and the complexity and length of some activities and resources. We have gained knowledge on what educators of 3–7 year olds are looking for when searching for STEM learning materials, and have identified factors that help or hinder the use of learning resources in classrooms.