Expertise

We adopt an approach to teaching and learning through inquiry-based science, where students are provided with opportunities to investigate the world around them.

Through this process, children learn to ask questions, make observations, test out ideas, think creatively, and collaborate with others. Some of the hallmark features of an inquiry-based science approach are using hands-on materials for investigation, linking new concepts to the preexisting ideas of the children, and encouraging student talk as a means of communicating scientific findings, which all lead to higher student engagement. It is our goal for all campers to continue growing their curiosity about the world around them, and feel empowered by the fact that they can design their own investigations to answer scientific questions.

The engineering design process is used by engineers to address and solve problems, and ultimately create new innovations.

Unlike inquiry, which typically answers a question, this process is used to identify an issue and methodically approach its solution. We use the engineering design process to guide our problem-solving and creation. Children identify real-world issues, brainstorm ideas, build prototypes, test, and then improve their design, before testing again. Cooperation and embracing failure are at the very heart of this approach, and children need to practice these skills every day. When engaged in this process, children come away with increased confidence and perseverance that helps them approach problems by generating and evaluating potential solutions, a skill that will help them in countless settings.

Our research team is engaged in a multi-year study of how preservice teachers develop science teaching skills and confidence. 

Since 2019, we have collected and analyzed quantitative and qualitative data from preservice teachers who have participated in our summer science program. By comparing their perceptions of good science teaching and their science teaching self-efficacy before and after camp, we have gained valuable insights into how to best prepare teachers of elementary science. These insights have been presented at research conferences, including at the Association of Science Teacher Education (ASTE) and the National Association of Research in Science Teaching (NARST). We look forward to sharing additional findings as the project continues. 

We are committed to ensuring all children believe they can be scientists and pursue a career in science if they choose to. 

The “Draw a Scientist” test continues to show how pervasive science stereotypes are, as children draw a stereotypical “mad scientist.” We work to ensure all children can see themselves represented as scientists and learn about the achievements of scientists from all over the world that are often overlooked. We provide professional development on how to combat these stereotypes in early childhood and elementary classrooms in addition to making it an area of focus for both of our model programs. 

We are engaging young children in engineering through Makerspaces.

All of the camp and preschool classrooms at Hollingworth feature a Makerspace. Through research and years of experience, we have developed an approach to “making” that engages learners to tinker and persist. Children use sustainable and novel materials to design and create prototypes to solve real world problems.

At Hollingworth, early art experiences are designed to foster artistic agency; the ability to apply artistic knowledge and self-belief when engaging with a creative prompt. 

Our pedagogy focuses on several learning areas that nurture artistic agency including the development of materials knowledge, sense-of-self, artistic self-efficacy, and social-emotional development. 

Materials knowledge: 

• How well we understand and can manipulate a material 
• How we engage with a material with our senses
• How we approach new materials

In the classroom we support the children in growing their materials knowledge by creating inviting opportunities to interact with a variety of artistic materials as well as develop strength and dexterity. We intentionally provide time for unstructured sensory exploration of materials before utilizing them towards a certain goal.

Sense-of-self:

• How we know and see ourselves
• What we are noticing and learning about ourselves
• Seeing and celebrating our own artistic styles 
• What important ideas do we have to share with others?

In the classroom we support the children in growing their sense-of-self by designing choice-based projects, respecting and incorporating the unique interests and ideas of our learners into our project planning. We make space for children to follow their curiosities, make connections, and make artwork that looks distinctly theirs.

Self-efficacy:

• Believing in our own capabilities as artists
• Making the first mark without expecting perfection
• Confidence in our ability to navigate a new experience

In the classroom we support the children in growing their artistic self-efficacy by normalizing failure and encouraging trying again, exploring many approaches to being an artist and providing varied examples of who and what an artist can be. We position each learner as capable, having artistic perspective and abilities that are valuable to our community. 

SEL:

• Developing a growth mindset
• Cultivation a sense of community 
• Practicing social skills 

In the classroom we support the children in growing their social emotional learning by cultivating a growth mindset, focusing on practice and progress rather than perfect outcomes. We make space for learners to share their creations and practice giving and receiving feedback. We talk about what it looks like to work as a community, learning to ask for help, express feelings in healthy ways, provide support to one another, and effectively negotiate shared resources around the art table.