In my environment, I think of engineering as students using different tools and materials to solve problems and create new things using their imagination and creativity. Often, we use manipulatives to solve math or science problems and questions. Other times, during exploratory activities like learning labs, students use kinetic sand, LEGO bricks, building blocks, and other materials to design cities, structures, or imaginative play items. Engineering encourages problem-solving, hands-on learning, and innovative thinking, even at a first-grade level.

I am most uncomfortable with "E" for Engineering because when I hear that word, I picture architects or professionals designing and building complex structures, not younger elementary students. At first, it was hard for me to connect the idea of engineering to my first-grade classroom. However, I am starting to realize that engineering can be much simpler and more playful at this level, and it’s actually easier to incorporate than I thought. Many of the activities my students and I already do—like using building blocks, LEGO bricks, or kinetic sand to solve problems or create structures—are forms of engineering. I think my discomfort comes from not having formal training in this area and from underestimating how naturally young children engage in engineering through play and exploration. With more intentional planning, I can give my students opportunities to see themselves as engineers by encouraging them to experiment, take risks, and problem-solve in creative ways.

• Ask students to work in small groups to build the tallest tower they can using Magna-Tiles, encouraging them to explore making a town, city, or anything that interests them, and then compare what different groups create.

• Provide students with cardboard pieces of various sizes and challenge them to construct a fort or structure without using tape or glue, promoting problem-solving and creativity.

• Set up a building station with LEGO bricks or wooden blocks where students can design and test bridges, seeing which designs can hold the most weight using classroom objects like books or small toys.

While exploring how other teachers incorporate the “E” in Engineering, I found two inspiring examples. One was using robotics and coding programs like Scratch or Blockly, which allow students to design and program their own creations in a hands-on way. Another was introducing 3D modeling and printing, which ties in beautifully with the arts and gives students an exciting opportunity to bring their digital designs into the real world. Both activities show that engineering can be engaging, creative, and accessible even for first-grade students.