Practice Highlights: Using Learning Trajectories for Meaningful STEM Learning

WHAT ARE LEARNING TRAJECTORIES?

Research-based learning trajectories include three parts:

1. a goal,
2. a developmental progression, and
3. teaching.

The goal is grounded in content knowledge of the topic (for example science, technology, engineering, or math). To reach the goal, children learn each successive level of thinking in the developmental progression. Children move through the progression via teaching designed to build understanding and skill that enables thinking at each higher level. Teaching includes the environment, interactions, and activities. At the core of learning trajectories is children’s thinking and learning. So, their educational experiences are sure to be developmentally appropriate.

EXAMPLE

For example, we know that most young children learn to keep one-to-one correspondence up to about 5 objects in a line before they learn that the last counting word tells how many in the set the counting, and only later how to keep one-to-one correspondence in unordered sets of objects. This is just a small section of the developmental progression for counting illustrating how it can help sharpen our observation skills and help us plan informal and more intentional activities.
As this example suggests, learning trajectories are well developed in mathematics (and some non-STEM fields such as literacy). But we are also learning how children develop and understanding of science and engineering concepts. So learning trajectories can guide teaching in all STEM domains.

PRACTICE POTENTIAL FOR YOUNG CHILDREN WITH DISABILITIES

For early childhood educators, assessing, understanding, and teaching with learning trajectories based on the developmental sequences described here is especially important for children with disabilities. Children with disabilities might be operating at levels different from their peers. They may be at quite different levels in one topic (say, counting) than others (such as geometry). Because learning trajectories offer several”ways into ” important topics like arithmetic (e.g., counting, subitizing, partitioning), children can build on their strengths. At the same time, they can make developmental progress in other topics. Also, learning trajectories’ levels are broader ways of thinking (e.g., to get to the next level), rather than narrower skills. So, children can both learn and show competencies in each level using a variety of modalities and representations. Most importantly, learning trajectories can be aligned with formative assessment and the Individualized Education Program (IEP) or the Individualized Family Service Plan (IFSP) process.

Most early childhood professionals agree in general with the notion of”meeting each child where they are. ” But, in STEM fields especially, few have been supported in understanding a developmental (formative) path that:

1. describes and explains where children’s level of thinking is,
2. what the next challenging, but achievable, level is, and
3. how to support, children, including making accommodations and modifications for
   those with disabilities, to accomplish their goals.