Introduction 

In early childhood, engineering is about encouraging problem-solving, creativity, and discovery, even though it may seem like a field best left to grown up with blueprints and hard hats. As they construct buildings out of blocks, create bridges out of sticks, and experiment with how things go together, children are naturally skilled engineers.

I’ve noticed that when we give children the time and space to explore materials and solve problems, they become innovators. Engineering isn’t just about construction; it’s about imagination and testing ideas.

Theories and Perspectives

I think Vygotsky’s (1978) theory of social constructivism plays a huge role in engineering. Children build knowledge through interaction with peers and adults, and hands-on activities are a powerful way to learn. Engineering challenges encourage this collaborative exploration. According to Pappert (1980) Constructionism also stresses learning by doing, which is precisely what kids do when they interact with building materials or construct structures. By encouraging children's inherent curiosity and investigation of the physical world, the Reggio Emilia method also fits in nicely with engineering (Edwards et al., 2018). These theories have encouraged me to foster environments where children can freely test and refine their ideas.

Resources, Materials, and Technologies 

I love seeing children experiment with open-ended materials—cardboard boxes, plastic tubes, wooden blocks, and LEGO bricks. These resources spark imagination and provide endless possibilities for creation. Digital tools like Tinkercad (a basic 3D design app) and Osmo (which uses physical blocks with digital feedback) allow kids to experiment with engineering concepts in a new way, while low-tech tools like steps, pulleys, and basic gears are great for investigating cause and effect (Fox & Bee, 2022). Even organic materials, such as sticks, sand, and rocks, can be used to test and create structures. It all comes down to establishing spaces where creativity is encouraged and ideas can flow freely.

 

Learning Experiences 

• 0–2 years: To investigate balance and structure, stack cups and nesting blocks.
• 2–3 years: Building with large, soft blocks, creating simple bridges and tunnels.
• 3–5 years: Constructing ramp systems to explore motion and gravity with cars or balls.
• 6–8 years: Designing and building simple machines like pulleys and levers with toy kits or everyday objects.

Three Original Creative Learning Opportunities

1. (0–2 years)
   The "Mini Tower Builders" game allows infants to practice balancing and stacking by using big, soft bricks.
2. Parents or educators can introduce simple concepts of "up" and "down" through guided play.
3. (2–3 years) – “Rolling Ramp Race”: Toddlers use a variety of materials (tubes, cardboard, ramps) to create races for small balls or cars, experimenting with slope and speed.
4. (3–5 years) – “Bridge Builders”: Children work together to design and build bridges using wooden blocks, straws, or sticks, testing their structures with toy vehicles to see if they can hold weight.

Critical Reflection 

Engineering has always fascinated me, not because of technical knowledge, but because of the process of problem-solving and experimentation. I’ve noticed that when children are given time to explore engineering concepts, their creativity emerges through trial and error, which is such an important part of learning. As an educator, I see myself not as a teacher, but as a partner in discovery. I encourage children to test their theories, share ideas with peers, and persist in the face of challenges. I’ve learned that creative thinking in engineering doesn’t mean always getting things right, it means embracing failure as part of the journey. This mindset helps children develop resilience and confidence in their abilities. I also find joy in watching children use engineering to express themselves. Whether it’s building a “flying” machine with recycled materials or figuring out how to make a tower taller without falling over, these moments of creative innovation are priceless. My approach to engineering education will always be about encouraging risk-taking, playfulness, and collaboration—values that I hope will shape their lifelong learning.