Video Library

Physics in Early Childhood and Elementary Classrooms: A Constructive Approach. Presented by the Iowa Regents' Center for Early Developmental Education at the University of Northern Iowa.

Ramps and Pathways gives children endless possibilities to think and create. They build, test their ramp structures, make adjustments, and try again until they are successful. We have found that children are motivated to engage in this process because of the intriguing nature of the materials. Children also use blocks of all kinds (wooden unit blocks, cardboard blocks, foam blocks) to build the base structure of the ramp. Through Ramps and Pathways, we give experiences for children to succeed, and also to make mistakes, since we believe that children learn from mistakes. Ramps and Pathways are appropriate and beneficial for all ages.

During ramp construction this four-year-old builds a curved path and tries to line it with straight blocks. He includes barriers to cause the marble to change directions as well as keep it from rolling off the flat surface. Although his theory is partially correct, he must continuously observe his structure and predict which parts will not work. He eventually creates an interesting and functional design. Providing ample time and experience with Ramps and Pathways activities fosters the ability to analyze technological design and predict outcomes.

A group of four-year-olds are working together on a long straight ramp. They are having trouble getting the marble to go all the way to the end of the pathway. The teacher is close by, observing what the children are doing. This enables her to determine their goal and offer support as needed. She scaffolds their thinking by drawing their attention to a problem area and encourages them to think about which direction the marble is going. The children make the necessary adjustments and the marble finally travels the entire length of the pathway. When teachers ask the right questions at the right moment, this provides just enough support for children to solve problems on their own.

Two boys building a ramp to make a marble roll through several different inclines.

This group of second-graders works collaboratively to create a ramp structure of their own design. They discuss their ideas and collectively make decisions concerning their goal as well as specific design features that affect the ramp system’s function and purpose. At times, they disagree about how to fix certain problems, but they are still able to work together as a team without conflict. Ramps and Pathways activities provide children with numerous opportunities to cooperate, problem solve, consider multiple perspectives, negotiate, and communicate, all valued skills in today’s workforce.

Two preschoolers are just getting started in the ramps center. One child has created a ramp with two tracks, placing the second track on top of the first. She does not realize that this creates an obstacle in the pathway. The boy tries the ramp and notices the problem right away. He is able to articulate to her what the problem is and demonstrates how to solve it.

A four-year-old boy builds a ramp during center time. As he builds, he very carefully manipulates the various portions of the structure, meticulously aligning the sections of the pathway and placing the blocks where he feels they are needed. Another boy joins the activity. They both work in a small space shared with other children building nearby. In addition to fostering fine motor development, Ramps and Pathways provide children opportunities for spatial reasoning as they build in close proximity to one another.

This first-grader constructs a ramp with one 90 degree corner. She expects the marble to turn the corner, but quickly discovers that the marble continues to move in a straight line. She places a block at the intersection of the tracks to make the marble change directions. This experience provides an opportunity for practical application of Newton’s First Law.

This first grader is trying to get a marble to travel down a steep incline onto a flat track and then turn a corner. Repeated opportunities for testing and observation lead him to make numerous adjustments to his structure. He finally notices the problem as he removes the extraneous pathway and moves the incline over to the longer pathway. He lowers the point of release until he gets the marble to successfully turn the corner. He persists in solving the problem without appearing frustrated. Experiences with Ramps and Pathways fully engage children’s interest and determination to succeed. 

A first grader has built a ramp with a somewhat steep starting incline and two corners. His teacher observes him and begins to ask him questions to understand what he is thinking about. Her questions encourage reflection on his actions as well as drawing his attention to the problem. She does not tell him how to solve the problem but asks him increasingly more specific questions to help him identify what he should do to solve his problem.

Children in a first-grade classroom experimenting with Ramps and Pathways.