Image offered by the writer, attribution CC-By. 

Introduction

Throughout the faculty yr 2022-2023, the venture International Thinkers – Native Solvers was applied as a part of the eTwinning venture “Clever STEAM Tellers, Artistic STEAM Solvers.” The venture aimed to advertise the idea of an inclusive metropolis by participatory design. Six Kindergartens from Greece and Turkey, 18 early childhood educators, and 160 youngsters participated within the venture, the place they envisioned a metropolis that’s accessible, sustainable, ecological, emotional, and good, the “Metropolis of their Desires.” Creating sustainable inclusive cities is significant for attaining collectively agreed sustainability objectives at native, regional, and international scales. Cities aren’t remoted; they work together extensively with their environment and more and more with the remainder of the world. Nevertheless, city improvement has resulted within the degradation of the setting and peri-urban house, resulting in environmental and social challenges resembling visitors congestion, air air pollution, overconsumption, discrimination, and inappropriate city planning. To mitigate these challenges, we should create inclusive, environmentally pleasant, and economically sustainable cities, which might pave the way in which for a extra sustainable future for the planet.

Methodology

Our venture revolved round Challenge-Primarily based Studying (PBL), STE(A)M training, and academic robotics. The aim was to focus on know-how’s position in fostering important pondering. We mixed this with inventive writing to reinforce inquiry-based studying. The venture prompted youngsters to check an inclusive metropolis, aligning with the tenth and eleventh sustainable improvement objectives. Our focus was on creating sustainable, pleasant cities that prioritize inclusivity and training for a greater future.

1st Part  – Set off and Query Formulation

Impressed by “Pink Monster” by Olga De Dios, college students from associate faculties launched into envisioning their dream metropolis. The preliminary query: What might our dream metropolis be like? sparked a series of inquiries about inclusivity, design, and fascinating options. Using Jamboard, an internet device, they recorded their concepts. From this brainstorming, they pinpointed commonalities and variations, organizing the proposed components.

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Subsequent, they collaboratively drafted a blueprint for his or her ideally suited metropolis. In pairs, the faculties materialized their visions, leading to cities characterised by sustainability, intelligence, inexperienced areas, inclusivity, animal-friendly options, emotional connections, and inventive stimulation.

2nd Part  – Conducting Fundamental Analysis

Throughout the part of the town planning course of, the kids engaged in discussions about what components ought to be included of their respective cities. They explored questions resembling the best way to make a metropolis accessible and inclusive, what constitutes a sustainable metropolis, and the way a metropolis may be emotionally resonant. The youngsters drew upon their scientific analysis -utilizing the S(science)from STE(AM)- private experiences and insights to handle a variety of issues {that a} metropolis would possibly face. They actively participated within the metropolis design, each when it comes to content material and the choice of supplies for utilization. The end result was a set of inventive, joyful, and emotionally resonant cities that have been inexperienced, inclusive, sustainable, and pleasant to animals. 

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The supplies utilized of their building, resembling clay, finger paints, constructing blocks, and recyclable supplies, have been chosen by the kids.

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Total, this part of the town planning course of was enriched by collaboration, exploration, important pondering, and expression of opinions.

third Part – Reflection-Suggestions-Assessment

The youngsters engaged in a number of actions to reinforce their understanding and refine their metropolis creations. After finishing the development of their cities, the kids had the chance to step again and mirror on their work. Additionally they obtained beneficial suggestions from their friends and educators about their metropolis designs. This course of allowed them to thoughtfully consider their creations, contemplating each their strengths and areas that wanted enchancment. The usage of revolutionary applied sciences performed a pivotal position on this part.

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One such know-how highlighted was the Makey Makey Invention Package. This equipment launched the kids to new methods of studying and provided interactive experiences. The Makey Makey equipment is especially efficient in instructing programming and engagingly creating tangible interfaces. Thus, Makey Makey addressed inclusion.The youngsters demonstrated creativity and empathy through the use of the Makey Makey equipment to handle the wants of visually impaired people of their metropolis. They recorded audio messages and designed tangible interfaces that allowed sound messages to be performed from recycling bins. They prolonged this idea to different elements, like designing good visitors lights and even creating musical chairs inside a chosen “pocket park.”

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Other than the Makey Makey equipment, the kids additionally labored with different technological instruments. They utilized the Micro: bit, a pocket-sized laptop, and the programmable Bluebot flooring robotic. Collaborating with educators, they integrated a pre-designed program to depend totally different species of birds and bugs of their metropolis. This exercise prolonged past the town’s boundaries as they used the Micro: bit to watch and depend birds within the schoolyard, bridging the digital and actual worlds.

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The Bluebot flooring robotic was creatively reworked into what they referred to as the “Pink Monster.” The youngsters programmed this robotic to navigate by the town, shifting from one level to a different. Its job included transporting playing cards depicting rubbish and inserting them into the suitable recycling bins.

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Lastly, the Kidsbits coding robotic was employed to observe a chosen black line that guided it by the town’s structure. The youngsters took on the position of guides, main the robotic and presenting their metropolis’s options to a robotic named Steamy Tsiou, who was the mascot of this system.

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The mixture of each bodily and digital applied sciences offered the kids with a singular alternative. It allowed them to develop necessary abilities resembling computational pondering, design prowess, and inventive problem-solving. This studying course of was not solely informative but in addition enjoyable and interesting. By channeling their creativity, the kids successfully tackled real-world challenges throughout the context of their metropolis creations.

4th Part – Presentation and Dissemination of the Challenge

The scholars’ presentation of their city design proposals holds vital worth because it instantly contributes to the enhancement of their cities and the setting. For the venture’s affect to increase past the classroom, efficient dissemination is crucial. This includes lively involvement from the academic group, mother and father, and residents. Sharing the venture by various platforms like faculty blogs, displays to folks, and promotion in native municipalities and newspapers can guarantee broader visibility. Via these efforts, the venture can generate a concrete affect, finally striving to forge cities which might be each sustainable and conducive to the well-being of their residents.

Outcomes

The present instructional strategy adopts an interdisciplinary framework rooted in STEAM training. This strategy revolves round sustainable improvement objectives and embraces the philosophy of inclusive training. Kids are actively inspired to nurture abilities spanning design pondering, creativity, important pondering, collaboration, problem-solving, and efficient communication, all facilitated by “Challenge-Primarily based Studying.”

Collaborating with different faculties, youngsters voiced their concepts for his or her ideally suited “Metropolis of their Desires.” They targeted on accessibility, sustainability, well-being, and good design. This venture expanded their information, abilities, and attitudes, resulting in inclusive, sustainable cities by participatory planning. 

Kids embraced know-how to create good, people-centric cities that guarantee equal entry and rights. They took on roles as designers and guides, navigating robots by their inclusive, sustainable city landscapes.

Kids’s dedication to sustainability is clear of their metropolis designs. They created universally accessible playgrounds, wildlife areas, ramps, and tactile pathways. They launched improvements like coloured sidewalk tiles, good visitors lights, public transport stops, and interactive bins. They proposed options to city challenges, together with wind parks, recycling services, waste-sorting robots, hydroelectric stations, and sustainable transportation choices and buildings.

Kids’s visible concepts present their evolving views and beliefs. Encouraging them to clarify these adjustments fosters reasoning abilities and shapes them into lively, accountable, and sustainable residents, able to construct future cities.

Conclusions

As we observe the challenges in our world, it’s evident that we’re going through vital environmental and social points. It’s important to equip youngsters with abilities and attitudes to deal with environmental and social points. This consists of selling problem-solving, creativity, and innovation, whereas fostering confidence and collaboration. Let’s be part of forces in our communities to construct inclusive and sustainable cities the place residents actively take part, innovate, and work in direction of a greater future.

Authors

Arkouli Anthi, Msc, Early Childhood Educator,  Kindergarten of Nea Penteli, ICT Coach, Licensed Educator STEAM and Robotics.

Koniou Antonia, Med, Early Childhood Educator, Kindergarten of  68th Kindergarten of Heraklion Crete. 

Liapi Angeliki, Msc, Med, Early Childhood Educator, 2nd Kindergarten of Likovrysi, Scientix Ambassador.

Papadogkona Konstantina, Early Childhood Educator, twenty second Kindergarten of Keratsini, Grasp’s pupil IHU, Licensed Educator STEAM and Robotics.Tsapara Maria,Msc, Early Childhood Educator, 2nd Kindergarten of Perama, PhD Candidate UOWM, ICT Coach, Main Instructor EU Code Week, eTwinning and Scientix Ambassador, Licensed Educator STEAM and Robotics.

*This venture couldn’t be applied with out the collaboration and contribution of our motivated colleagues Neslin Mindavallı (Akdeniz Anaokulu – Anamur Turkey), Vaia Archonti, Pinelopi Georganti, Katerina Rentzepi, Eleni Voudommati – Stergiou, Voula Koulimpi, Fani Salavasili, Lambia Theodoropoulou, Maria Tsifteli, Vasiliki Michasouridi (2nd Kindergarten of Perama), Eleni Spantidaki (2nd Kindergarten of Lykovrisi), Anna Niniraki (68th Kindergarten of Heraklion-Crete), Giota Nterou (twenty second Kindergarten of Keratsini).

Tags: Training, problem-solving, STEAM, STEM, College students, sustainabilty, lecturers