Children are naturally curious and are “scientists” starting from a young age. As they observe, they form questions, make predictions, formulate hypotheses, and design their own experiments. They test their hypothesis and refine their predictions all as part of play.

The “T” in technology includes any man-made object, something has simple as a fork, a pair of scissors, or a wheel. As children use and play with these “tools,” they learn that with scissors you can divide a piece a paper into smaller bits, that a wheel enables a vehicle to move more quickly.

The “E” in engineering refers to the combination of what a child learns in science, math, and technology. When children build with blocks or build a pretend house with cardboard or observe someone piling up sticks, they are “engineering.” These activities lead to an understanding of how things work.

Research has also shown that early exposure to creative arts supports cognitive development. As children engage in painting, play, music, and drawing, they are discovering that symbols can be used as a means of expression. The “A” in art also includes music. Music reinforces pattern recognition and numeration.

Children encounter daily concepts of “more and less,” shape, size, sequence, and distance. When a child plays with a new object, they are exploring shape and size. When a child asks for another piece of fruit, they try the concept of more. When children learn that reading books comes after bath time, they realize the concept of sequence.