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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.

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Title: 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.
Authors: Bridle, Helen1 (AUTHOR) h.l.bridle@hw.ac.uk, Donnelly, Rebecca1 (AUTHOR), Padwick, Annie2 (AUTHOR), Rajendran, Gnanathusharan3 (AUTHOR), Shimwell, Joe2 (AUTHOR), Davenport, Carol2 (AUTHOR)
Source: Early Childhood Education Journal. Feb2026, Vol. 54 Issue 2, p803-819. 17p.
Subject Terms: *Engineering education, *Teacher evaluation, *STEM education, *Student engagement, *Educational resources, Engineering models, Cooperativeness, Artistic collaboration
Geographic Terms: Scotland
Abstract: 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. [ABSTRACT FROM AUTHOR]
Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Feb2026
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