Help young children develop problem-solving skills, and you'll boost their kindergarten readiness and set them up for long-term success in STEM subjects. In this timely and practical book, you'll discover how to support the problem-solving skills of all young children by teaching them basic practices of engineering and five types of critical thinking skills (Curiosity, Persistence, Flexibility, Reflection, and Collaboration)-- AND discover how to sharpen all these skills as a teacher! Using a clear instructional framework and fun activities tailored for infants, toddlers, and preschoolers, you'll help children birth to 5 explore big ideas and develop new ways of thinking through engaging and challenging learning experiences. A must for teachers in inclusive early education classrooms, this comprehensive guide is your key to teaching the 21st-century skills children need for STEM learning and school success.

• Support school readiness. The problem-solving framework in this book helps children work toward kindergarten Common Core State Standards, Next Generation Science Standards, and the Head Start Child Development and Early Learning Outcomes Framework.


• Demystify and teach key engineering practices. Prepare kids for success in all STEM areas by teaching four essential engineering principles: think about it, try it, fix it, and share it.


• Boost problem-solving skills with proven activities. All the suggested activities have been piloted and tested in classrooms and incorporate teacher feedback.


• Plan effective lessons for all children. Discover how to use universal design for learning (UDL) to plan lessons that work for children with and without disabilities.


• Start the learning early. Help even the youngest children develop problem-solving skills with activities tailored for infants, toddlers, and preschoolers.


• Encourage language and literacy development. Get suggestions for weaving reading into problem-solving experiences, and discover how your use of language can prompt children's thinking skills.


• Promote other skills needed for school success. With the framework and activities in this book, you'll also support development of social-emotional skills, self-regulation, and executive functioning.

PRACTICAL MATERIALS: Classroom activities that incorporate children's books, self-reflection checklists, practical strategies and modifications, Early Childhood UDL Planning Sheets, and blank Experience Planning Templates for infants, toddlers, and preschoolers.

About the Author:
Angi Stone-MacDonald, Ph.D., is an Assistant Professor at the University of Massachusetts Boston in the Early Education and Care in Inclusive Settings program. Dr. Stone-MacDonald has worked with children with disabilities and their families for the last 17 years as a paraprofessional, teacher, consultant, and researcher. Her areas of research include early intervention, international special education for children with developmental disabilities, and teacher preparation for early intervention.

Kristen Wendell, Ph.D., is Assistant Professor of Elementary Science Education at the University of Massachusetts Boston. Her teaching and research interests include pre-service and in-service teacher education in science and engineering and the integration of engineering design into childrenâ (TM)s science, reading, and writing experiences.

Anne Douglass, Ph.D., is Assistant Professor of Early Childhood Education in the College of Education and Human Development at the University of Massachusetts at Boston, where she directs the Bachelorâ (TM)s degree program in Early Education and Care in Inclusive Settings. Dr. Douglassâ (TM)s research focuses on early childhood policy, professional development, quality improvement, and leadership.

Mary Lu Love, M.S. is Lecturer/Director of Early Childhood Services at the Institute for Community Inclusion at University of Massachusetts Boston, where she manages grants, evaluation projects and variety of grant work in the early childhood field.

Marilou Hyson, Ph.D., is a national and international consultant in early childhood development and education. Marilou served as the associate executive director for professional development at NAEYC, was a former professor and chair in the University of Delawareâ (TM)s Department of Individual and Family Studies, and is a past editor-in-chief of Early Childhood Research Quarterly. She works on issues of early childhood professional development, early childhood teacher education, implementation of practices to support childrenâ (TM)s social-emotional development and approaches to learning, and quality improvement in low- and middle-income countries.