Page 21 - Engineering Penn State Magazine: Spring/Summer 2019
P. 21

Features
  $1.2 million NSF grant funds interdisciplinary Child Study Center project
by Susan Burlingame, Samantha Chavanic
Though it is known that preschool play
helps build foundational skills that support thinking and reasoning, currently, there is little focus on STEM (science, technology, engineering, and mathematics) education in early childhood. Traditional STEM toys for young children most often target boys and an individualized play focus, furthering the recognized gender gap in STEM and limiting parent-child interactive experiences.
“This is a problem from a developmental standpoint. Parents play the role of instructor in these activities, directing children in finding the correct solution,” Karen Bierman, Evan Pugh University Professor and director of the Penn State Child Study Center, said. “We believe that supporting child skills like reasoning, joyful problem-solving, creativity, and collaboration are just as important.”
An interdisciplinary Penn State research team was recently awarded $1.2 million from the National Science Foundation (NSF) for “Designing Innovative Guided Play Experiences to Empower Parents and Engage Preschool-Age Children
in STEM Learning.” Led by principal investigator (PI) Bierman, the project will explore how to enrich informal learning opportunities for parents and children
in under-resourced communities. Co-PIs
on the project include Jessica Menold, assistant professor of engineering design and mechanical engineering; Scarlett Miller, associate professor of engineering design and industrial engineering; and Meg Small, assistant research professor and director for social innovation at the Edna Bennett Pierce Prevention Research Center.
Jennifer Connell, family social worker in the Child Study Center, serves as the project coordinator.
The team will investigate how parents and preschoolers play together using build kits specifically designed to develop both STEM and social-emotional skills.
Menold, build kit design and production lead, said the goal of the kits is to support active and engaging parent-child play experiences.
“Building STEM skills early is critical for building the next generation of creative engineers and scientists,” she said. “I
see this as an opportunity to engage underrepresented groups in engineering and science early and start cultivating a passion for STEM through hands-on parent-child activities and imaginative play.”
The three-year project began in fall 2018 with initial build kit prototyping and testing. The project’s second year will include refining play guides and piloting at Discovery Space, a children’s science museum and learning center in State College. During the final year of the project, the interdisciplinary team will test the impact the materials have on child skill development.
“Interdisciplinary efforts are the hallmark of Penn State’s research enterprise, and we are thrilled the NSF is funding such an important project, which combines the efforts of faculty members in three different colleges,” said Neil Sharkey, vice president for research. “The Child Study Center’s groundbreaking work on understanding and promoting
STEM skill development in preschool children will help us in building the workforce of the future.” n
“When participants had open-ended materials to play with, there was a lot more language used back and forth, as compared with when they used finished products,” said Meg Small, director of social innovation for the Edna Bennett Pierce Prevention Research Center. Photo credit: Sara Brennan
(Top) Project team, from left: Jessica Menold, Meg Small, Sabrina Voltaire, Jennifer Connell, Karen Bierman, Lynn Liben, and Phoebe Bridy. (Team member Scarlett Miller is missing from the picture). Voltaire is a graduate student in Human Development and Family Studies, and Bridy is an undergraduate student studying engineering design. Photo credit: Sara Brennan
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