FIE Quality Early Education for Successful Tomorrows
(QuEST) Partnerships October 2015 - June 2016
The FIE QuEST Partnership collaborative brings together practitioners and researchers to share knowledge and understandings, engage in action research, and create an environment where learning is supported and nurtured for both adults and children. The partnerships include a cluster of early care and learning centers that work collaboratively with FIE researchers to improve children’s readiness and success in school.The QuEST partnership has implemented the following academically enriching projects.
FIE Technology Partners Project (FTPP)
The FIE Technology Partners Project (FTPP) was designed to gain knowledge about how blended (face –to-face and online sessions) professional learning can be delivered and consequently impact classroom literacy instruction. FTPP addressed three main topics: literacy content, research-based instructional strategies, and the use of technology. FIE researchers used an iterative design process to create and refine the FTPP sessions and help early childhood educators effectively use technology and instructional strategies as part of their literacy instruction.
Robotics and Programming for Prekindergarten (RAPP): An Early
Learning Problem-Solving Initiative
The purpose of Robotics and Programming for PreK (RAPP) was to develop and implement innovative STEM learning experiences for 4- and 5-year old children in PreK classrooms. Our goal was to provide PreK teachers with a set of engineering learning experiences to use within the context of a positive, authentic STEM classroom environment. During the 3-month project, we developed and implemented a set of robotics and programming lessons using KIBO, a robot developed at DevTech, Tufts University to provide PreK children with opportunities to increase their STEM knowledge and 21st century skills (i.e. critical thinking, collaborating, problem-solving, and creating). RAPP not only strengthened children’s problem-solving skills but also reinforced persistence, collaboration, and support of each other’s learning.
KIBO with wheels, a motor for the rotating art platform, the light, and an ear for hearing sound; the tangible programming blocks; and a program ready to scan. When asked about KIBO, one child commented,
“I know everything about KIBO. I am an engineer!”