Building Belonging and Discovery with the ‘Rigamajig’ in Early Childhood Foundations

ISP is a non-profit school committed to providing a world-class education for all students. Donations to the ISP Fund directly support innovative programmes that enrich the learning experience across all grade levels. By contributing, you're investing in the future of our school and our students.

One such investment was in Rigamajig, an open-ended building tool designed to introduce students to STEAM / STEM principles and foster the development of 21st-century skills.

In their "Where We Are in Place and Time" unit of inquiry, Early Childhood Foundations 
(ECF) 5 students explored Rigamajig, enhanced by the new "Chutes and Simple Machines" add-on kits. The Rigamajig and kits foster creativity and collaboration while helping students develop engineering skills.  Through constructing functional machines, like a ball run, students engage in the design-thinking process, problem-solve collaboratively, and explore scientific concepts like force, energy and motion – ideas that fascinate our youngest students in Early Childhood Foundations, who experiment and invent with powerful competence.

“I noticed the children were really captivated by the marble run we had in the classroom - they were connecting pieces and trying to figure out how to make the marble flow smoothly from one section to another. Their persistence and curiosity inspired us to take this further, introducing the Rigamajig and the Chutes and Ladders extension.”

Allison Bryan, ECF5 teacher

Being a versatile wooden building tool, the Rigamajig enabled teamwork to flourish in small groups. Since the pieces are large and often heavy, students must work together, combining their strengths to hold pieces steady while others connect and secure them using screws and bolts. Through this process, they experience first-hand the value of coordination and collaboration. After building the frame, students began designing a ball run using the chutes and ladders extension, and soon the classroom was buzzing with excitement as they tested and adjusted their constructions.

“Throughout the entire process, which was about three weeks total, it was about kids learning from and with each other. They explained their ideas, asked questions, and tackled design challenges together. From start to finish, I saw a huge increase in their sense of belonging and teamwork, all fostered through experimentation and research, which is central to our current unit, Where We Are in Place and Time.”

Allison Bryan, ECF5 Teacher

Designing the ball run immersed the children in the design-thinking process as they explored how to make the ball travel smoothly from top to bottom. They made observations: “The ball is moving too quickly! It has too much energy!” They adjusted the steepness of chutes and observed how variables like speed, energy, and angles affected the marble’s path. They even started drawing theories about how and why the ball moved as it did.

“This project affirmed our belief as teacher-researchers that experimenting and research allow us to embrace newness, and build belonging. The students came together in the first weeks of the year, gradually developing a common aim, and finding different roles for themselves in the mix. We really saw them grow as individuals, with complementary strengths and skills, as well as deepen their identity and belonging as a new class group.” 

Allison Bryan, ECF5 Teacher

This project highlights the impact of the ISP Fund in bringing new ideas to life. Your support helps enhance the educational experience for every student. Consider contributing to ISP's future today.

 

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