LEC

In this 12-week Lego engineering program individuals are expected to learn engineering principles and produce creative designs with lego.

This structured approach excites learners to start their passion, and excitement for engineering from young adulthood streaming itself into adulthood. This Lego engineering program is engaging, educational, and developmentally appropriate for all ages. Skills being promoted: Executive functioning, planning, goal setting, motor planning, and progressively challenging different age groups. This Lego Engineering is mindfully designed utilizing thoughtful planning and understanding of developmental psychology by Maryam.Pazhang MEd BCBA

• Week 1-2:compare Lego structures to mechanical engineering

  • Objective: Familiarize students with basic Lego components and simple structures.
  • Activity: Build basic structures like towers, walls, and simple vehicles.
  • Materials: glue, sticks, wood, recycled materials, lego
  • Executive functioning skills: Learn fine motor skills, spatial awareness.
  • Some parts of this program have been adapted from Hohmann, M.,& Weikart, D. P. (1995). Educating Young Children: Active Learning Practices for Preschool and Child Care Programs**. HighScope Press.

• Week 3-4: Exploring Simple Machines ( build moving objects)

  • Objective: Introduce basic engineering concepts using Lego simple machines.
  • Activity: follow model and Build levers, pulleys, and gears.
  • Attention and Focus: Understanding cause and effect, basic physics concepts.
  • Some of the Educational activities on simple machines has been adapted from Kamii, C., & DeVries, R. (1980). **Group Games in Early Education: Implications of Piaget's Theory**. National Association for the Education of Young Children.

• Week 5-6: Creating Functional Structures

  • Objective: Build functional Lego models like hotels, 5 star resorts, luxury restaurants, cities, towns , water parks ,bridges, houses, and other structures.
  • Activity: Design and construct a Lego house with rooms and furniture.
  • Focus: Planning and execution, spatial organization.
  • Age Group Adjustments**: Younger children build simpler structures; older children incorporate more detail and complexity.
  • References:Resnick, M., & Rosenbaum, E. (2013). **Designing for Tinkerability**. In Honey, M. & Kanter, D. E. (Eds.), *Design, Make, Play: Growing the Next Generation of STEM Innovators*.

• Week 7-8: Prize Engineering

  • Objective: Introduce engineering challenges to encourage problem-solving and creativity.
  • Activity: Build a structure that can hold a specific weight, or create a vehicle that can travel a certain distance.
  • Focus: Critical thinking, problem-solving.
  • based on age.
  • Individualized activities
  • group lego clubs
  • Tailor challenges to the developmental level of the children.
  • Activities have been adapted from the following respected researchers: Papert, S. (1980). Mindstorms: Children, Computers, and Powerful Ideas.

• Week 9-10: R&AI (Robotics using AI tools and Programming

  • Objective: Introduce basic robotics and programming using Lego Mindstorms or WeDo kits.
  • Activity: visualize, create and program a robot to perform simple tasks.
  • This activity promotes executive functioning skills, patience, resistance, sequential planning, and logical thinking.
  • Age Group Adjustments: Younger children use simpler kits like Lego WeDo; older children use Lego Mindstorms or EV3.
  • Activities are based on Bers, M. U. (2008). Blocks to Robots: Learning with Technology in the Early Childhood Classroom
  • Teachers College Press. Adapted from Lego Mindstorms and Educational Robotics.

• Week 11-12: Capstone For You

  • Objective: Apply learned skills to a comprehensive project.
  • Activity: Design and build a community-themed project (e.g., a Lego city with various structures).
  • Focus: Integration of skills, collaboration.
  • Groups based on age range and
  • Adapted from Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
  • Have fun and learn Collaboration and Project-Based Learning.Groups are designed based on age and skill levels.Building neural pathways based on Complexity: Fun filled activities builds on previous skills and becomes progressively more challenging.Some parts of the program has been adapted Use principles from educational theories (e.g., Piaget, Vygotsky) and evidence-based practices in occupational therapy and engineering education.

The following programs have been designed and adapted from the following research articles and scientific knowledge

1. Clements, D. H., & Sarama, J. (2009). Learning and Teaching Early Math: The Learning Trajectories Approach**. Routledge.
2. Ginsburg, H. P., Lee, J. S., & Boyd, J. S. (2008). **Mathematics Education for Young Children: What It Is and How to Promote It**. Social Policy Report, 22(1).
3. Brosterman, N. (1997). **Inventing Kindergarten**. Harry N. Abrams.