Exploring Early Childhood Teachers’ Perspectives on the Think Like an Engineer Project for Children

Abstract

This study explored early childhood educators’ perspectives on the ‘Think Like an Engineer’ project for children, a recent maker-centred programme from MakerMove and Makerspaces that focuses on science, technology, engineering, art, and mathematics (STEAM). More specifically, the research investigated the project’s impact on children’s learning and development as well as on teaching processes and curriculum design and sought to identify challenges and potential areas for improvement. Analysis of the data, collected through online interviews with four teachers who implemented this project in their classrooms, produced in-depth results regarding the positive impact of the project on children’s knowledge and skill development in several areas, including multiple academic disciplines, problem-solving, creativity, and collaborative work. These outcomes reflect the development of teaching methods that focus on active, independent learning. A few challenges were also reported, such as a lack of sufficient time for some activities and obstacles resulting from the COVID-19 pandemic, specifically in terms of internet connection problems during interactions with engineers conducted virtually due to pandemic precautions. These results are discussed, and future development opportunities are recommended to enhance children’s knowledge and skill acquisition through this project.