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Highlighting the importance of STEM education in early childhood through play-based learning: A Literature Review
Abstract
This paper aims to focus on the international studies regarding early integrated STEM education and its importance for developing 21st-century skills in young children to prepare them for an ever-changing world. The paper reviews the importance of integrated STEM education in early childhood settings and how it supports the development of scientific concepts and 21st-century skills such as critical thinking and problem solving through play-based learning based on the current literature. Adding to the importance of STEM education, the paper explores what STEM education means in early childhood and how different types of play-based learning can support early integrated STEM concepts and skills in young children concerning the literature from different parts of the world. Furthermore, the literature presents the role of teachers in implementing STEM practices and the challenges encountered by teachers. The literature indicates low self-efficacy and confidence in teachers as the main factor affecting the delivery of STEM teaching and suggests ways to overcome this through STEM professional development to enhance the STEM practices in early childhood. The paper concludes with further recommendations and implications for stronger policies, and more research in this field to achieve high-quality integrated STEM education in early childhood.
... Therefore, providing teachers with the necessary training and support is essential to enhance their confidence and pedagogical beliefs in STEM education . This can be achieved through professional development programs that focus on integrating STEM practices into early childhood classrooms (Sydon & Phuntsho, 2022). In addition to teacher training, the curriculum design and learning environment also play a significant role in the effectiveness of early childhood STEM education. ...
... It is important to create developmentally appropriate STEM practices that align with the interests and abilities of young children (Çetin & Demircan, 2020). This can be achieved by incorporating play-based learning approaches, which have been effective in promoting early childhood STEM learning (Sydon & Phuntsho, 2022). Furthermore, integrating technology, such as touchscreen devices, can supplement early STEM education and enhance children's learning experiences (Aladé et al., 2016). ...
This study was planned with the aim of conducting a comprehensive literature analysis of preschool STEM education research and evaluating future opportunities. Scoping Review was conducted by analyzing 29 articles in journals published by Springer, Taylor & Francis, Elsevier, and SAGE, which were obtained using combinations of the keywords “STEM,” “STEM education,” “kindergarten,” and “preschool.” The results show that the literature on STEM research in preschool, which has largely developed in the United States, has grown in recent years, forming a relatively new and expanding field. It is concluded that preschool STEM education research promises to be a popular field in the future. Studies in which different STEM activities were carried out were identified along with the examinations. In these studies, activities focus on games, teacher roles, or program and model development. For such activities, factors such as the role of sample groups in the process and their impact on the process should be determined. In other words, there is a need for studies focusing on the evaluation dimension of STEM education in preschool education.
... By allowing children to take an active role in their learning, the curriculum aims to cultivate a sense of agency and self-efficacy (Veryawan, 2023). This approach aligns with contemporary educational theories that emphasize the importance of play-based learning and experiential education in early childhood settings (Anugrahwanto & Nurhayati, 2020;Nurhayati & Millenia, 2024;Nurinayah et al., 2021;Soleh et al., 2024;Sydon & Phuntsho, 2022). Fostering creativity and autonomy not only enhances children's engagement and motivation but also supports their social-emotional development, which is crucial for their overall well-being (Mondi et al., 2021;. ...
This study explores the effectiveness of a structured Book Planner in enhancing early childhood educators' teaching practices and aligning them with the Merdeka Curriculum's goals. Using a pre-experimental one-group pre-test and post-test design, 45 early childhood educators from Indonesia participated in a three-month intervention. The Book Planner was integrated into their daily teaching routines to support lesson planning, thematic integration, and the practical application of curriculum principles. Data were collected using a 30-item questionnaire, field observations, and interviews. The questionnaire measured variables such as lesson planning effectiveness, curriculum alignment, and teaching confidence, and was analyzed using descriptive statistics and paired sample t-tests to assess changes before and after the intervention. Results revealed significant improvements in curriculum comprehension (from 3.87 to 4.20), lesson planning (from 3.33 to 4.28), thematic integration (from 3.71 to 4.08), and practical application (from 3.78 to 4.15). These findings highlight the Book Planner's practical impact in enhancing educators' competencies and standardizing teaching practices, thus supporting the Merdeka Curriculum implementation. The study underscores the planner's potential to foster consistency in early childhood education, offering valuable insights for future curriculum reforms.
... In the context of Bhutan, Sydon and Phuntsho (2022) emphasized the importance of play-based learning for early STEM education but noted that limited attention is given to training teachers in this area. Their study highlighted the need for high-quality STEM education in early childhood, supported by stakeholders such as parents, teachers, and policymakers. ...
This narrative review explores the status and readiness of the Bhutanese education system for Science, Technology, Engineering, and Mathematics (STEM) education, focusing on science, mathematics, and Information Communication and Technology (ICT). It traces the country's gradual shift toward prioritizing STEM subjects in response to global educational trends, while highlighting the challenges faced by both learners and teachers. The study identifies key issues, including a fragmented and complex curriculum, as well as teacher apprehension in delivering STEM content. Drawing on international research, the review emphasizes the critical role of early childhood education in establishing foundational skills for STEM learning, particularly in numeracy. Additionally, the paper highlights the need for targeted professional development programs to build teachers' confidence and competence in STEM teaching. While the review acknowledges some progress in Bhutan, it also identifies significant gaps, particularly in the implementation of proposed reforms. The paper calls for further research into practical strategies for enhancing STEM education, ensuring its accessibility, and aligning Bhutan's educational system with global best practices.
... A gyermekek veleszületett tulajdonsága a vizsgálódásra, kutatásra való nyitottsága (O'Connor et al., 2021), a művészeti és természettudományos diszciplínák integrálásában találja meg természetes kifejeződését (Johnston et al., 2022). A megvalósítás főként a speciálisan előkészített tanulási környezetben (Marsh et al., 2019), vagy többek között a játék alapú tanítási technikák alkalmazásával történhet (Sydon & Phuntsho, 2021). A STEAM-fejlesztéssel kapcsolatos szakirodalom rávilágít a gyermekekre gyakorolt hatására a kognitív, szocio-emocionális és transzverzális készségek hosszú távú fejlesztésével kapcsolatban, amelyek fontosak a tanulmányi, tudományos és szakmai sikeresség szempontjából (Wahyuningsih et Ezek a bizonyítékok indokolják, hogy már kora gyermekkorban be kell építeni ezeket a gyakorlatokat a mindennapi tevékenységekbe (Bagiati et al., 2010). ...
... First, they highlight the imperative need to provide BEES students with theoretical courses on the content and pedagogical strategies of integrated STEM education, as well as practical workshops. This could improve their knowledge of integrated STEM education and increase their confidence in their ability to implement STEM projects in elementary schools [8], [78]. Second, given the significant differences in BEES students' attitudes toward integrated STEM education based on their pre-university studies, the study suggests that the BEES program should allow students with a literary baccalaureate to take more courses in STEM subjects. ...
The purpose of this study was to explore Moroccan pre-service elementary teachers' attitudes toward integrated science, technology, engineering, and mathematics (STEM) education and the use of mobile devices in integrated STEM education. The research sample was selected using convenience sampling. Data were collected from 226 pre-service teachers in the Bachelor of Education Elementary Specialty (BEES) using a 28-item questionnaire. The validity of the items was tested by factor analysis using the extraction method of principal component analysis with varimax rotation. Reliability tests for the different constructs were conducted by calculating Cronbach's alpha. Frequency, mean, standard deviation and Mann-Whitney tests were used to analyze the data. The results revealed that pre-service elementary teachers have generally neutral attitudes toward integrated STEM education, and they also showed that pre-service teachers' attitudes toward integrated STEM education do not depend on gender or grade level. However, these attitudes are dependent on pre-university studies. Pre-service teachers with a scientific background have significantly more positive attitudes toward integrated STEM education than their counterparts with a literary background. Furthermore, the results of this study also revealed that pre-service teachers have positive attitudes toward the use of mobile devices in integrated STEM education, and these attitudes are not dependent on gender, grade level, or pre-university studies.
... Greca Dufranc et al. (2020) and Dilek et al. (2020) both emphasized the importance of inquiry-based collaborative learning and robotics in early STEM education, with the former presenting a gender-inclusive pedagogy and the latter highlighting the use of scientific process skills and engineering thinking. However, challenges remain, as Wan et al. (2021) and Sydon and Phuntsho (2021) noted the need for comprehensive STEM training for teachers and parents, and Tsoukala (2021) highlighted the potential of multimodal educational material in enhancing STEM learning. Inquiry-based learning is another crucial strategy for integrating STEM in early childhood education. ...
In today's technological landscape, equipping young learners with essential skills is crucial. This chapter explores integrating computational thinking, artificial intelligence, and STEM education in early childhood, highlighting their significance, benefits, and implementation strategies. Computational thinking fosters critical thinking and problem-solving, artificial intelligence personalizes learning and provides adaptive assessments, and stem nurtures curiosity and exploration. Despite challenges like access, teacher training, and curriculum integration, collaboration among educators and policymakers is vital to prepare children for a technology-driven future. By addressing these challenges through equitable access to technology, professional development, and integrated curriculum design, we can empower the next generation to thrive in the 21st century.
... First, they highlight the imperative need to provide BEES students with theoretical courses on the content and pedagogical strategies of integrated STEM education, as well as practical workshops. This could improve their knowledge of integrated STEM education and increase their confidence in their ability to implement STEM projects in elementary schools [8], [78]. Second, given the significant differences in BEES students' attitudes toward integrated STEM education based on their pre-university studies, the study suggests that the BEES program should allow students with a literary baccalaureate to take more courses in STEM subjects. ...
p>The purpose of this study was to explore Moroccan pre-service elementary teachers' attitudes toward integrated science, technology, engineering, and mathematics (STEM) education and the use of mobile devices in integrated STEM education. The research sample was selected using convenience sampling. Data were collected from 226 pre-service teachers in the Bachelor of Education Elementary Specialty (BEES) using a 28-item questionnaire. The validity of the items was tested by factor analysis using the extraction method of principal component analysis with varimax rotation. Reliability tests for the different constructs were conducted by calculating Cronbach's alpha. Frequency, mean, standard deviation and Mann-Whitney tests were used to analyze the data. The results revealed that pre-service elementary teachers have generally neutral attitudes toward integrated STEM education, and they also showed that pre-service teachers' attitudes toward integrated STEM education do not depend on gender or grade level. However, these attitudes are dependent on pre-university studies. Pre-service teachers with a scientific background have significantly more positive attitudes toward integrated STEM education than their counterparts with a literary background. Furthermore, the results of this study also revealed that
pre-service teachers have positive attitudes toward the use of mobile devices in integrated STEM education, and these attitudes are not dependent on gender, grade level, or pre-university studies.</p
... Additionally, research indicates that the proficiency and self-assurance of preschool educators in STEAM education have a substantial influence on the excellence of STEAM teaching [7], [8], [9], [10], [11]. These studies highlight the important role of preschool teachers in organizing STEAM activities and supporting the development of STEAM skills for children. ...
STEAM Education (Science, Technology, Engineering, Arts, and Mathematics) is an integrated approach to Preschool education that helps children discover, experience, and learn through engaging in practical, creative, and stimulating activities. In order to organize STEAM education activities for preschoolers, one of the leading strategic factors is the awareness of preschool teachers. In this study, we present the results of the analysis of awareness and skills of 127 preschool teachers through the use of online surveys and observation, attending 02 STEAM educational activities held directly on children in Than Uyen before and after the training course "Guidance in organizing STEAM educational activities for preschooler", sponsored by CWS. The results show that through awareness training, the confidence of preschool teachers in organizing STEAM education activities for children has increased.
This research aims to establish a comprehensive framework for studying STEM education in early childhood using the meta-synthesis approach. A total of 97 studies conducted in Türkiye between 2017 and October 2024 were examined, focusing on their contributions to the field. The studies were categorized based on sample groups, research methods, data collection tools, and the impact of STEM-based educational practices on children, teachers, and teacher candidates. The findings highlight that STEM education in early childhood generally yields positive outcomes, fostering children’s cognitive, social, and problem-solving skills. Teachers and teacher candidates also benefit, as these practices enhance their interdisciplinary teaching abilities and confidence in integrating STEM into their curricula. Despite the growing interest in STEM education, certain areas remain underexplored, such as long-term impacts on children, parental involvement, and the role of school administrators. Additionally, while experimental methods dominate, there is a need for more qualitative and mixed-methods research to provide a nuanced understanding of contextual and process-oriented factors. The results indicate a significant increase in research dedicated to STEM education in recent years, reflecting its critical role in preparing children for the demands of the 21st century. This meta-synthesis study provides a comprehensive overview of trends, gaps, and future directions in the field. By identifying commonalities and under-emphasized points, it offers valuable insights for researchers, educators, and policymakers aiming to advance STEM education in early childhood settings.
In Vietnam, there are currently stable and comprehensive innovations in the field of education. Educational scientists have shifted from knowledge-focused teaching to competency teaching. Since then, there have been more new research directions in teaching than in the past, such as integrated teaching, practical application of mathematics and STEM teaching, etc. In these directions, STEM teaching is a new and broad topic. In particular, there are many teaching methods used in STEM teaching. Some people use project teaching, some use discovery teaching, and some others use cooperative teaching methods. Through the research process, we found that STEM is an integrated area, so we should choose one of the most appropriate ways to approach it. That is a problem-based learning method. How does STEM teaching work with problem-based learning? To illustrate this STEM teaching work, we will use the design and implementation of the model of a bamboo toothpick house at Ho Chi Minh City International College.
This study analyzed early childhood preservice teachers’ specific components of self-efficacy to provide a more exhaustive comprehension of the relationships among STEM self-efficacy, pedagogical belief, and the self-reported need for professional development (PD). The participants were undergraduate or graduate preservice teachers recruited from the early childhood education department of a university in Taiwan. The research used instruments including the Teacher STEM Self-efficacy Scale, Teacher STEM Pedagogical Belief Scale, and Need for PD Scale to collect the data. In total, 150 preservice preschool teachers completed the survey. MANOVA and structural equation modeling were used to analyze the data. The results revealed that preservice teachers’ scores on STEM self-efficacy and the three components of self-efficacy were positively correlated with their STEM pedagogical beliefs and self-reported need for PD. Furthermore, affective attitude predicted teachers’ need for PD directly or indirectly through STEM pedagogical belief. In addition, the result indicated that STEM pedagogical belief acted as an intermediary in the association between the two components of self-efficacy (“cognitive concept” and “affective attitude”) and the self-reported need for PD. However, STEM pedagogical belief cannot mediate the relationship between the “equipped skill” component of self-efficacy and the self-reported need for PD. Preservice preschool teachers who had STEM teaching experience, reported interests in STEM, or participated in STEM-related activities had higher levels of STEM self-efficacy in terms of cognitive concept, affective attitude, and equipped skill. Based on these findings, the researchers provide suggestions for future research and practical implications in teacher development program.
In this study, we explored whether access to block play is beneficial to mathematical learning for young children in a low-income country. The research, conducted in Papua New Guinea, explored if access to Duplo Lego blocks, across a 7-month period, in early childhood education settings facilitated mathematical learning for children, aged from 5 to 7 years. The research design of the research involved an intervention group (n = 23) with children from three playschools who had access to the blocks across a period of 7 months. A comparison group (n = 26) included children from three elementary schools who had usual programming and resources across the period of the intervention. Learning outcomes were assessed using the Schedule for Early Number Assessment. Findings from this exploratory study indicated that children in the intervention group had stronger mathematics skills at the end of the intervention period than children in the comparison group. Findings indicated that access to block play had potential to improve mathematics skills in early childhood settings in Papua New Guinea. Greater access to block play could provide a feasible and affordable intervention to support early mathematical learning with potential to improve mathematical skills through primary school.
This article reports findings from a two-year independent evaluation of the Little Scientists program; a program providing science, technology, engineering, and mathematics (STEM) professional development for early childhood educators across Australia. This article reports on the qualitative data gathered with educators to illustrate early childhood STEM education in practice. Data are analysed using an established framework for effective STEM education in order to demonstrate how the Little Scientists program is supporting best-practice in early childhood STEM education. Findings suggest that educators’ confidence in teaching STEM has increased, and participants are more aware of children’s skills and knowledge in STEM. Educators are fostering communities of STEM inquiry where children and educators learn and research together, with space for children’s self-directed and play-based explorations. It appears that participation in Little Scientists has afforded a range of benefits for participants and, by extension through their practices, for the children with whom they work.
With a heavy increase in academic expectations and standards to be learned in the early years, educators are facing the challenge of integrating important academic standards into developmentally appropriate learning experiences for children in kindergarten. To meet this challenge, there is a need to become familiar with the role of play in the classroom with an emphasis on developmentally appropriate practices such as play-based learning (PBL). PBL is child-centered and focuses on children’s academic, social, and emotional development, and their interests and abilities through engaging and developmentally appropriate learning experiences. This paper explores the definition of play-based learning (PBL), the theoretical frameworks and historical research that have shaped PBL, the different types of play, the social and academic benefits of PBL, and the ways in which educators can facilitate, support, assess, and employ technology to enhance PBL. The authors will conclude by reflecting on how teaching practices can be informed by evidence-based research to improve children’s learning experiences in the kindergarten classroom.
In recent years, play-based learning (PBL) has attracted attention, debate and controversy across different national contexts. There is no definitional consensus which may have undesirable consequences for enacting its potential in professional practice. The aim of our study was to synthesize international research on ECE practitioners’ views on PBL. Based on a meta-synthesis of 62 studies from 24 national contexts, we show that they have differing views on the degree of conceptual compatibility between play and learning. While they may adopt numerous roles in PBL, they also express uncertainties as to how and when to get involved. Lastly, practitioners report on experiencing many challenges in enacting PBL, most importantly, policy and curricular delivery pressure. Throughout our review, we underscore both general trends and local nuances.
Children are born to play and are born as intuitive scientists and use numeracy and literacy in their play. Playing is an essential apprenticeship for developing scientific (STEM) literacy. Observing children spontaneously playing reveals that they are experiencing STEM in action. They are observing phenomena, asking questions, solving problems, design investigations and adapting what is available to use in their active investigations Nonspeaking children, until they acquire verbal language for themselves and communicating by gestures and actions about findings. Children have various modes of play, free choice, structured and structured. In imaginative play they replicate activities of adults, dressing up as an adult, cooking in a make-believe kitchen, composing and acting out a narrative. In all these activities children do compose their own narrative but listen to narratives particularly in Pictorial fiction books gradually being able to sort myth from reality as well as predicting outcomes and problem solving.
This study examined kindergarten teachers’ attitudes toward and confidence with implementing integrated STEM education in early childhood classroom settings. Data were collected through a self-report survey completed by 430 kindergarten teachers across China, as well as face-to-face interviews with 14 teachers from six provinces. The results revealed that the participating kindergarten teachers tended to have positive attitudes toward early childhood STEM education. However, the majority of the kindergarten teachers were not confident with implementing STEM education in their classroom settings. Regional differences were evident in the data: Kindergarten teachers from eastern region of China reported a higher level of confidence than teachers from central and western regions. Moreover, kindergarten teachers’ years of teaching experience and level of education were not found to be associated with their attitudes toward or confidence with STEM education. This paper concludes with a discussion of the potential challenges for STEM education in Chinese kindergartens based on the findings from this study. Implications and suggestions for future research are proposed.
This review examines the design cycles of innovation in response to changing policy, technological and practical imperatives. It begins with the initial creation of an information and communication technology course in an early childhood teacher education program and describes its evolution into a contemporary topic. Program changes occur because of policy-driven trends, including the expansion of the definition of what constitutes technology and the incorporation of innovations into curricula and pedagogical practices. We characterize these changes in three design cycles. In the first cycle, courses to prepare preservice teachers for early childhood centers focused primarily on computer-based skills. In the second cycle, new technologies were integrated into the curricula and teaching programs and incorporated into the practicum. In the third cycle, the principles and practices inherent to science, technology, engineering and mathematics ( stem ) education were adopted to extend the role of new technologies in contemporary curricula and pedagogies. These new learning ecologies were characterized by the application of inter-disciplinary knowledge in authentic learning contexts. The reviewed case studies included students in three new technologies course projects in an early childhood teacher education program. The findings revealed that early childhood preservice teachers expected more opportunities to practice and apply new technologies in innovative learning spaces focused on stem learning. Furthermore, they believed that university teacher education courses should be applicable to practice-based contexts. The implications of this review inform the process of change in the design of teacher education programs from technology-based learning to the pedagogical innovations needed to prepare future teachers. It illustrates that new technologies for learning should consider changing learning ecologies in their design and implementation, and should support early childhood teachers in understanding and using child-centered pedagogical approaches.
This paper presents an heuristic that underpinned the development of a range of early years applications (apps) as part of the Early Learning Science, Technology, Engineering and Mathematics (STEM) Australia (ELSA) project (2016–19). The heuristic was developed to address a range of challenges that accompany the use of digital technologies in the year before formal schooling. These include the role of digital technologies in play‐based learning environments, screen time and the importance of agency when young children are using digital technologies. In an increasingly digital world, the issue of screen time looms large as a particularly contested aspect of technology use by young children. The ELSA project responded to this challenge by developing a pedagogical framework that embedded digital technologies into context‐rich, play‐based STEM learning. The Experience, Represent, Apply (ERA) heuristic discussed in this paper is a component of the project's overall pedagogical framework and provides early years educators with the opportunity, and the know‐how, to integrate digital technologies into STEM activities through intentional teaching and play‐based engagement. It was evident from educator feedback at the four days of workshops we delivered, and in other comments throughout the year long trial, that the educators were able to embrace the cyclic nature of the ERA heuristic and ensure that the time spent on the tablet (Represent) was connected to contextualised learning opportunities (Experience and Apply). Importantly, the tablets provided affordances for the children to utilise User Generated Content (UGC) to support active engagement when using the tablets.
In this paper, we examine the relationship between participants’ childhood science, technology, engineering, and mathematics (STEM) related experiences, their STEM identity (i.e., seeing oneself as a STEM person), and their college career intentions. Whereas some evidence supports the importance of childhood (i.e., K‐4) informal STEM education experiences, like participating in science camps, existing research does not adequately address their relationship to STEM career intention later in life. Grounding our work in identity research, we tested the predictive power of STEM identity on career intention (N = 15,847). We found that for every one‐point higher on our STEM identity scale, participants’ odds of choosing a STEM career in college increased by 85%. We then tested whether a variety of childhood informal experiences predicted participants’ STEM identity. While controlling for home environment, gender, and other relevant factors, only talking with friends and family about science, and consuming science and science‐fiction media (i.e., books and television) were predictive of STEM identity in college.
Background
For schools to include quality STEM education, it is important to understand teachers’ beliefs and perceptions related to STEM talent development. Teachers, as important persons within a student’s talent development, hold prior views and experiences that will influence their STEM instruction. This study attempts to understand what is known about teachers’ perceptions of STEM education by examining existing literature.
Results
Study inclusion criteria consisted of empirical articles, which aligned with research questions, published in a scholarly journal between 2000 and 2016 in English. Participants included in primary studies were preK-12 teachers. After quality assessment, 25 articles were included in the analysis. Thematic analysis was used to find themes within the data. Findings indicate that while teachers value STEM education, they reported barriers such as pedagogical challenges, curriculum challenges, structural challenges, concerns about students, concerns about assessments, and lack of teacher support. Teachers felt supports that would improve their effort to implement STEM education included collaboration with peers, quality curriculum, district support, prior experiences, and effective professional development.
Conclusions
Recommendations for practice include quality in-service instruction over STEM pedagogy best practices and district support of collaboration time with peer teachers. Recommendations for future research are given.
Early childhood professionals have an important role in supporting young children’s interest and engagement in STEM education. This study explores conceptualisations of STEM and beliefs about its importance in early childhood held by early childhood professionals. The Early Childhood STEM Habits of Mind Framework, described in this paper, was used as the key analytical lens for the analyses of data from 117 early childhood professionals who completed a written survey before engagement in a STEM professional learning workshop. Results show that conceptualisations of STEM education held by the early childhood professionals related to its constituent disciplines; play-based and/or hands-on learning experiences; and the development of habits of mind. STEM was perceived to be important in early childhood, albeit ranking behind children’s social–emotional development. This study highlights the potential utility of the Early Childhood STEM Habits of Mind Framework in supporting: (a) planning for integrated STEM learning experiences and (b) more holistic understandings and a shared language, among early childhood educators, parents and children, concerning STEM education.
Creative Little Scientists was a 30-month (2011-2014) EU/FP7-funded research project focusing on the synergies between early years science and mathematics education and the development of children’s creativity, in response to increasing interest in these areas in European educational policy. Using a variety of methods, including desk research, a teacher survey and classroom-based fieldwork, the research provided insights into whether and how children’s creativity is fostered and appropriate learning outcomes, including children’s interest, emerge. Based on these and ongoing collaboration and dialogue with participants and other stakeholders the project proposed recommendations for policy and teacher education. This paper presents these recommendations and the research on which they were based. Throughout the study, mixed methods were employed, combining quantitative approaches used in surveys of policy and teachers’ views based on a list of factors, alongside qualitative approaches employed in case studies of classroom practice. A strong conceptual framework developed at the start of the project guided data collection and analysis, as well as the presentation of findings and the development of policy recommendations, thus ensuring the latter’s strong and consistent relationship with the relevant theoretical knowledge, the comparative research, analysis of classroom practices and the production of guidelines for teacher education.
STEAM (Science, Technology, Engineering, Art, and Math) education has received growing attention over the past decade, primarily within the middle and high school levels. This article focuses on the need for STEAM education at the early childhood level. Preschool children have a natural disposition toward science with their sense of curiosity and creativity. This ethnographic research involved professional development for 50 in-service preschool teachers in an urban high-needs area of the northeastern United States. The researcher explored how providing hands-on professional development, consistent support, and rich resources for STEAM lesson implementation into the early childhood curriculum would impact the dispositions, self-efficacy, and rate of implementation for teachers. The study also involved observation of the reception of STEAM instruction by preschool children. Data was collected through pre and post surveys, teacher interviews, and field observations. Findings revealed an increase in positive dispositions and self-efficacy of preschool teachers, however, the rate of implementation of STEAM lessons by the teachers was initially limited. The reception of the STEAM lessons by these high-needs preschool children was phenomenal with high levels of engagement and cooperation. More research needs to be done in the area of STEAM implementation in the PK-12 classrooms to incorporate engineering education.
High quality early childhood education and science, technology, engineering, and mathematics (STEM) learning have gained recognition as key levers in the progress toward high quality education for all students. STEM activities can be an effective platform for providing rich learning experiences that are accessible to dual language learners and students from all backgrounds. To do this well, teachers need professional development on how to integrate STEM into preschool curricula, and how to design experiences that support the dual language learners in the classroom. To address this need, a professional development model was designed to empower preschool educators to provide rich, high-quality STEM learning experiences, with particular emphasis on working in schools serving children from culturally and linguistically diverse backgrounds. This model was created based on best practices in adult learning and teacher professional development, on developmentally appropriate STEM concepts and teaching interactions, and in collaboration with educators to design professional supports that were responsive to their needs. We worked in under-resourced communities in a North East state in the United States to design a model that is culturally appropriate, and that is flexible enough to be implemented within any curricula and with a variety of materials. In this article, we outline the main components and the iterative design process we undertook to ensure that the professional supports are relevant and effective for teachers and children. Finally, the article presents feedback from educators who participated in the design and implementation of the model, as well as discussion of how our process can inform other teacher educators and those interested in promoting early STEM in diverse preschool settings.
Increased emphasis on academics has led to play becoming a controversial and topical issue in the field of Early Childhood Education and Care (ECEC). Although play has been extensively researched we still lack consensus on what play is and how play is actually implemented and used in ECEC classrooms. The present cross-cultural study aims at understanding how play is conceptualized and provided across eight different countries. The study investigates whether and how conceptualizations of play affect uses of play; whereas it also examines similarities and differences in conceptualizations and uses across countries. Results have revealed the existence of both universal and non-universal characteristics of play. Despite the existence of universal characteristics, however, variations in the extent to which they were mentioned across countries have been revealed. Differences were identified in terms of how early childhood educators act on their ideas about children’s play within early childhood programs. Various patterns of correlations between definitions and uses have been revealed. Some countries seem to be characterized by an ‘ethos of play,’ both in terms of how play is conceptualized and used, whereas others seem to struggle between offering a more child-initiated, play-based curriculum versus a more teacher-led approaches to instruction.
Whilst research underlines the importance of early mathematics in kindergarten, practitioners need effective and innovative approaches to pedagogy. Currently, very different approaches are deployed from an instructional, educator-led approach based on training programmes to a play-based approach. This intervention study examines the effects on the mathematical competency of these two pedagogies. Thirty-five kindergarten educators and 324 six-year-old children were randomly assigned to either a training programme, a play-based approach with card and board games or to the control group. Educators’ views on the interventions were gathered in semi-structured interviews. The results indicate higher learning gains overall for the play-based approach. Differentiated effects were found as tendencies: children with low competencies tend to gain more from training programmes compared to no intervention; children with high competencies gain more from the play-based approach than the training. Educators evaluated the play-based intervention with card and board games as better suited to children’s diverse needs.
This white paper looks at the most recent research on the role and importance of play for children’s life and learning. It concludes that the evidence on learning through play is mounting, that engaging with the world in playful ways is essential for a child and lays a foundation for learning, especially in the early years of life. Beyond infancy and toddlerhood, learning through play shows promise as an effective pedagogical technique in education.
This article presents a study regarding preschool teachers' skills and competencies in teaching science and mathematics. The aim of the project was twofold; one to find out the preschool teachers' knowledge about mathematics and science concepts and then to develop support material to empower them with skills and competencies to teach these concepts in preschools. A qualitative approach was adopted, and a case study method was used. Data were collected through two workshops and focus group discussions with preschool teachers. The study revealed that the preschool teachers had content knowledge, but lacked pedagogical knowledge that is crucial in teaching of preschool children, and they provided science and mathematics experiences in preschools scarcely. A resource book of 33 local games and rhymes thus was developed as a support material to empower the teachers with skills and competencies to use play to teach science and mathematics in preschools. The resource book developed consists of 33 local games/rhymes and is packaged with the games' illustrations, steps and rules followed in the games, science and mathematics concepts and competencies that could be taught to children, along with probing questions that would help in teaching of science and mathematics concepts to children.
Do young children naturally develop the foundations of science, technology, engineering, and math (STEM)? And if so, should we build on these foundations by using STEM curricula in preschools? In this article, Douglas Clements and Julie Sarama argue that the answer to both these questions is yes. First, the authors show that young children possess a sophisticated informal knowledge of math, and that they frequently ask scientific questions, such as why questions. Preschoolers’ free play involves substantial amounts of foundational math as they explore patterns, shapes, and spatial relations; compare magnitudes; and count objects. Moreover, preschool and kindergarten children’s knowledge of and interest in math and science predicts later success in STEM. And not only in STEM: the authors show that early math knowledge also predicts later reading achievement—even better than early literacy skills do. Thus mathematical thinking, Clements and Sarama say, may be cognitively foundational. That is, the thinking and reasoning inherent in math may contribute broadly to cognitive development. Is teaching STEM subjects to preschool children effective? The authors review several successful programs. They emphasize that STEM learning for young children must encompass more than facts or simple skills; rather, the classroom should be infused with interesting, appropriate opportunities to engage in math and science. And instruction should follow research-based learning trajectories that include three components: a goal, a developmental progression, and instructional activities. Clements and Sarama also discuss barriers to STEM teaching in preschool, such as the cultural belief in the United States that math achievement largely depends on native aptitude or ability, and inadequate professional development for teachers. © 2016, Center for the Future of Children. All rights reserved.
Implementing a play-based curriculum presents challenges for pre-service and in-service teachers given the current climate of standards and didactic pedagogies. This study highlights the value of playful learning and its rightful place in early childhood classrooms for children of all ages. The purpose of the present study was to investigate the use of spatial words with children aged between three and nine years. The benefits of the use of spatial words in a playful venue to advocate block play for not only preschool children, but elementary-school-age children were examined. This article suggest that industry and academia need to collaborate to provide play venues for children, and unit blocks need to be brought back into early childhood programmes.
The global urgency to improve STEM education may be driven by environmental and social impacts of the twenty-first century which in turn jeopardizes global security and economic stability. The complexity of these global factors reach beyond just helping students achieve high scores in math and science assessments. Friedman (The world is flat: A brief history of the twenty-first century, 2005) helped illustrate the complexity of a global society, and educators must help students prepare for this global shift. In response to these challenges, the USA experienced massive STEM educational reforms in the last two decades. In practice, STEM educators lack cohesive understanding of STEM education. Therefore, they could benefit from a STEM education conceptual framework. The process of integrating science, technology, engineering, and mathematics in authentic contexts can be as complex as the global challenges that demand a new generation of STEM experts. Educational researchers indicate that teachers struggle to make connections across the STEM disciplines. Consequently, students are often disinterested in science and math when they learn in an isolated and disjoined manner missing connections to crosscutting concepts and real-world applications. The following paper will operationalize STEM education key concepts and blend learning theories to build an integrated STEM education framework to assist in further researching integrated STEM education.
From 22 studies of Science, Technology, Engineering and Mathematics (STEM) policies and practices around the world the STEM: country comparisons report makes 24 key findings which highlight a number of challenges for Australia with STEM participation and provides a basis of ideas to tackle these.
Children's free play naturally enhances skills of observation, communication, experimentation, as well as development of rationale and construction skills. These domains, while synthesised, can lead to the development of certain process models regarding the way constructions could be designed, built and improved. The Design Process model constitutes a core concept of engineering. Blocks seem to be one of the best tools to use in order to work towards the development of such a model. This is a qualitative observational study in preschoolers’ free playing with blocks. Eighteen children aged three- to five-years-old were observed and videotaped for four months to examine whether young children can demonstrate instances of precursors to engineering behaviour while building, by demonstrating similarities to the Design Process. Analysis of the video data showed that children demonstrated and articulated goal-oriented design, problem-solving thinking, innovation stemming out of synthesis of multiple designs, pattern repetition (PR) and design testing (DT).
The purpose of this study was to examine beliefs of early childhood teachers about their readiness for teaching science, technology, engineering, and mathematics, with a focus on testing for heterogeneity of such beliefs and differential effects of teacher-related factors. The results from latent class analysis of survey data revealed two latent classes of teachers, not known a priori, with significant differences in levels of teachers’ beliefs about readiness to teach science, technology, engineering, and mathematics. The teachers’ teaching experience and their awareness of the importance of science, technology, engineering, and mathematics and potential challenges in teaching science, technology, engineering, and mathematics played a differential role in the classification of teachers into latent classes. In addition, the analysis of two open-ended survey questions revealed several themes in the early childhood teachers’ opinions about early childhood science, technology, engineering, and mathematics education. Study findings support the necessity for professional development practices that will enhance teachers’ understanding of the importance of early childhood science, technology, engineering, and mathematics education, as well as their knowledge of science, technology, engineering, and mathematics disciplines and potential challenges of teaching science, technology, engineering, and mathematics.
Since its inception in the late 1990s, STEM has continued to attract attention and sizeable funding in the US, UK, and Australia. This paper narrates the development of the STEM movement both nationally and internationally, and analyses both the influences that have progressed its evolution and those that have stymied authentic STEM practices. The pervading rhetoric of 'STEM crisis' is considered through a global lens, and is resolved as a geo-political phenomenon. The strident voice of the US in the STEM narrative is tempered by investigating the approach to STEM in European, Asian, and developing countries. Two perspectives are described in the narrative: the political and the educational. Each perspective has an apparently differing agenda that has resulted in little success in achieving the desired and much-publicised STEM outcomes. The paper concludes with suggestions of two courses of action that would most likely achieve the outcomes.
Recent attention has been brought to light in the United States regarding low numbers of students pursing STEM (Science, Technology, Engineering and Math) disciplines and degree programs (National Science Board, 2010). There is a great need in America for talented scientists and engineers. Numerous programs abound for high school and middle school students in regard to STEM initiatives; however, fewer opportunities exist for elementary students and their teachers. Research has shown that early exposure to STEM initiatives and activities positively impacts elementary students' perceptions and dispositions (Bagiati, Yoon, Evangelou, & Ngambeki, 2010; Bybee, & Fuchs, 2006). By capturing students' interest in STEM content at an earlier age, a proactive approach can ensure that students are on track through middle and high school to complete the needed coursework for adequate preparation to enter STEM degree programs at institutions of higher learning. As a result, programs focusing on STEM initiatives and content are a growing priority in American schools with aims to provide early exposure for elementary students.
This essay responds to the contribution of Volny Fages and Virginia Albe, in this volume, to the field of research in science education, and places it in the context of the plethora of government and industry policy documents calling for more Science, Technology, Engineering and Mathematics (STEM) education in schools and universities and the tension between these and students’ declining interest in studying STEM subjects. It also draws attention to the parallels between the silences around sociopolitical issues in government policies and curriculum related to STEM, including nanoscience, and those found with respect to environmental education two decades ago, and relates these to the resurgence of a scientific rationalist approach to curriculum.
The article describes the integration of inquiry, reflective practice, and child-centered teaching approaches in preservice teacher education at the early childhood level. The article reviews relevant literature on the forms and functions of inquiry and reflection as a form of professional development and teacher learning and also describes the current state of Palestinian teacher education and early childhood teaching and learning. The article then describes the preservice program at Al-Quds University in Abu Dis, the West Bank (Palestine) for students pursuing a BA in early childhood education and highlights the program's emphasis on child-centered, discovery-based teaching and learning. To illustrate how the Al-Quds program emphasizes reflection and inquiry at the preservice level, the article presents examples of the student teachers' projects, perspectives, and experiences in implementing an inquiry-based approach to teaching. Taken as whole, the article helps crystallize key issues and advances in teacher education in the West Bank (Palestine) and contributes to the growing awareness in teacher education at the global level of the professional and research benefits of cross-cultural and cross-border dialogue and exchange
This study investigates kindergarten children’s understanding of science concepts when experiencing science through play versus direct instruction. Teaching science through play not only includes children’s active participation in several hands-on activities related to a concept or a phenomenon, but also includes children’s participation in variations of the same activity to explore different aspects of the concept/phenomena. Among the science concepts suggested by the Turkish National Preschool Education Program, the following
science concepts were selected to teach in kindergarten classrooms: colors, living/non-living things, gravity, magnets, existence of air and air related phenomena, floating and sinking, and the phases of water. The research study was conducted in two classrooms of a public kindergarten using a quasiexperimental
pre-test/post-test design. The data collection tools were semistructured interviews, coded for understanding according to a rubric. The result
of the study indicated that children taught science through play had greater understanding of science concepts than children taught science through direct instruction. The findings suggest that teaching science through playful experiences is an important approach to promote kindergarten students’ developing understanding of science concepts.
To gain a better understanding of teachers’ beliefs about, perceptions of, and classroom practices using STEM integration, a multi-casecase study was conducted with three middle school teachers. These teachers were purposefully selected from a pool of teachers involvedin a year-long professional development module on STEM integration to represent science, mathematics and engineering teachers. Thisstudy addresses the following research questions: (1) What are teachers’ beliefs about and perceptions of STEM integration after a yearlongteacher professional development training? and (2) What is the connection between beliefs about and perceptions of STEMintegration and teachers’ classroom practices? Data collection consisted of document analysis, classroom observations, and interviews.Data were analyzed using the constant comparative method. Findings from the case studies suggest that (1) the problem solving process isa key component to integrate STEM disciplines, (2) teachers in different STEM disciplines have different perceptions about STEMintegration and that leads to different classroom practices, (3) technology is the hardest discipline to integrate in these cases, and (4)teachers are aware of the need to add more content knowledge in their STEM integration.
This mixed-methods case study explores the use of the EDP (Engineering Design Process) in a kindergarten classroom of a lab school in NYC whose curriculum supports inquiry and play-based learning. Using a control and test group, the researchers observe how children, engaged in block play during center time, use the EDP to design and build (engineer) structures under the guidance of the classroom teacher. Over a period of three days, data is collected to discover how the use of the EDP effects the learning of young children. They conclude that the use of the EDP scaffolds building skills, critical thinking, and problem-solving; encourages the use of engineering specific vocabulary and dialogue; develops an understanding of foundational engineering skills; promotes the transfer of these acquired skills to support other areas of learning; and supports collaboration and cooperation.
This study was conducted to shed light on the perspectives of business leaders regarding the roles that various stakeholder groups (parents, educators and schools, industry and community partners, and government) should play in establishing and maintaining the supply of skilled STEM workers. A field survey methodology was employed to survey over 1,000 business executives and managers located throughout the southeastern United States. Their responses to open-ended survey questions were analyzed using textual analysis with topic modeling to reveal probabilistic thematic coverage, explore factors that may lead to more STEM-capable graduates, and ultimately a sustained STEM workforce. Results indicate that business leaders envision roles for all key stakeholder groups and that finding a successful solution will require interaction among the stakeholder groups if we are to be successful in creating a sustained pipeline of STEM talent.
Background
STEM education integrates the disciplines of science, technology, engineering and mathematics. Relevant research emphasizes a strong relationship among characteristics of STEM education and the early childhood period, such as investigation, exploration and observation, communication and playing. To support children in discovering STEM fields and concepts in this early childhood period of rapid learning and development, early childhood educators should prioritize the integration of STEM education into the early childhood curriculum.
Purpose
This research aims to explore pre-service early childhood teachers’ views on STEM education and their STEM teaching practices.
Sample
The research group consisted of 91 pre-service early childhood teachers studying at two universities in Istanbul, Turkey.
Design and methods
An open-ended questionnaire and STEM integrated lesson plans were used as data collection tools. Data were analyzed through content analysis and descriptive analysis.
Results
As a result, the themes of ‘Contributions of STEM Education’, ‘Why STEM Education is Suitable for Early Childhood Education’ and ‘How to Bring STEM Education into Early Childhood Education’ were obtained based on pre-service early childhood teachers’ views. The categories related to these themes are provided in detail in the ‘Results’ section. In addition, it was concluded that a majority of the pre-service early childhood teachers prepared and implemented STEM integrated lesson plans successfully.
Conclusion
The present research contributes to the literature related to STEM education in early childhood education, particularly regarding professional development of pre-service early childhood teachers.
Purpose
This paper discusses early childhood classrooms as powerful spaces for identity work and, more specifically, as a place (or not) for supporting early STEM identity development. It makes the case for educators and researchers alike to promote an expanded role of early childhood STEM education in the daily lives of young children.
Design/methodology/approach
This paper uses a qualitative interpretive methodology, drawing from a wide array of research and theoretical literature from early childhood and STEM education and developmental psychology, as well as public policy.
Findings
Today, both research and interventions aimed at fixing the “leaking STEM pipeline” and theory/research on STEM identity development focus on children in middle school and above. Yet, children's attitudes about STEM and about themselves as STEM learners are formed early, and identity work is a task of early childhood. This suggests a need to focus on young children's engagement with STEM education as a means of nurturing their early STEM identity development.
Originality/value
This paper synthesizes previous research to outline the need for expanding STEM education in early public schooling. It proposes a conceptualization of early STEM academic identity development (based on the premise that middle school is too late to fix the leaking STEM pipeline).
While Science, Technology, Engineering and Mathematics (STEM)
education is increasingly valued in China, there is little research to
understand how science, technology, engineering, and math are best
integrated into early childhood education. This study aims to examine
Chinese educators’ views and perspectives on early technology
education – ‘the missing T & E in early childhood’ – in Shanghai, the
largest and the most developed city in China. Altogether, 120 educators
were surveyed, including kindergarten principals (N1 = 12),
administrators (N2 = 11), and teachers (N3 = 97), and three were also
interviewed individually. The results indicated that: (1) most of the
Shanghai kindergarten teachers were not literate in information
technology; (2) children’s development levels, teachers’ technological
literacy, and limited resources were widely regarded as obstacles to
early technology education; and (3) the technology curriculum and
digital technology should be carefully designed to cater to young
children’s needs.
In December 2015 the Australian state and territory governments endorsed the ‘National STEM School Education Strategy 2016–2026’. Since then, the individual jurisdictions have released their own STEM education strategies that aim to improve student STEM capabilities and aspirations. This paper analyses the various Australian STEM education strategies in relation to six themes informed by research into effective STEM education: STEM capabilities; STEM dispositions; STEM educational practices; Equity; Trajectories; and Educator capacities. The analysis shows that Australia’s STEM education strategies focus on actions aimed at building student STEM capabilities, particularly through inquiry and problem-based learning, and enhancing educator capacity. The strategies recognise student STEM learning trajectories and pay particular attention to the importance of early childhood STEM education, as well as the ways in which students’ potential career pathways might be influenced. However, less emphasis is placed on supporting key transitions in STEM education, developing student STEM dispositions, and addressing equity issues in STEM.
STEM (science, technology, engineering and mathematics) education has been gaining increasing nationwide attention. While the STEM movement has ambitious goals for k-12 education, a lack of shared understanding exists of what STEM is as well as how to implement STEM in the elementary classroom. This study investigates how seven elementary teachers in three STEM academy schools conceptualize and implement STEM in their classrooms. Teacher interviews were conducted. The findings reveal that the majority of teachers believe that STEM education involves integrating STEM subject areas. STEM activities consisted of student-led research and reading activities on STEM topics. Two teachers described STEM as involving “hands-on” science activities. Teachers at each STEM academy school conceptualized and implemented STEM differently. How STEM was implemented at each school was based on how teachers interpreted STEM and the resources they had access to. The STEM coaches played a central role in supporting the elementary teachers to plan and implement lessons. Teachers relied on them for ideas to plan and teach STEM lessons. The results of this study indicate that as more schools embrace the STEM movement, a unified understanding and resources are needed to support teachers.
Student foundational knowledge of science, technology, engineering, and mathematics (STEM) is formed in their elementary education. Paradoxically, many elementary teachers have constrained background knowledge, confidence, and efficacy for teaching STEM that may hamper student STEM learning. The association between teacher preparation to teach STEM and student achievement in STEM motivated the authors' professional development program. The authors created and implemented a professional development program to address K–5 teacher confidence for, attitudes toward, knowledge of, and efficacy for teaching inquiry-based STEM. Using data from 2 independent cohorts the authors found significant and consistent increases in pre- to postinstitute assessments of teacher confidence, efficacy, and perceptions of STEM. Further, they found increased participant attention toward linking STEM curriculum and instruction to learning standards. Implications and suggestions for future research are discussed.
This paper examines the impact of programming robots on sequencing ability during a 1-week intensive robotics workshop at an early childhood STEM magnet school in the Harlem area of New York City. Children participated in computer programming activities using a developmentally appropriate tangible programming language CHERP, specifically designed to program a robot’s behaviors. The study assessed 27 participants’ sequencing skills before and after the programming and robotics curricular intervention using a picture-story sequencing task and compared those skills to a control group. Pre-test and post-test scores were compared using a paired sample t test. The group of children who participated in the 1-week robotics and programming workshop experienced significant increases in post-test compared to pre-test sequencing scores.
STEM detectives-Exploring STEM concepts through play
- N Buchan
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STEM education K-12: perspectives on integration
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STEM learning through engineering design: fourthgrade students' investigations in aerospace
- L D English
- D T King
English, L.D., & King, D. T. (2015). STEM learning through engineering design: fourthgrade students' investigations in aerospace. International Journal of STEM
Education, 2(14), 1-18. DOI 10.1186/s40594-015-0027-7
Learning through digital play: the educational power of children making and sharing digital creations. The Lego Foundation
- J H Gray
- B S Thomsen
Gray, J. H., & Thomsen, B. S. (2021). Learning through digital play: the educational power
of children making and sharing digital creations. The Lego Foundation.
https://www.legofoundation.com/media/3286/learning-through-digital-play_full-report.pdf