STEM Practice in the Early Years

Abstract

In 2015 and 2017, we observed four pre-school centres, researching science, maths and technology pedagogy and how opportunities presented themselves for learning in outdoor settings. The purpose of this paper is to interrogate STEM practises in the early years, practices that are informed by play-based education pedagogies, to understand approaches to STEM education. The research adopted a mixed methods approach which, in addition to our observations, included a pilot survey and educator interviews. These data are brought together to examine practices of STEM education in pre-schools. We were able to view pre-school centres as places that provide varied, rich experiences for children to develop understandings of STEM. Importantly, we observed that children's STEM experiences enhance their self-belief in their ability to learn STEM, and these early years' opportunities trigger STEM appreciation and its value to everyday life. We were able to conclude from the research results that integrated STEM, particularly science and mathematics, arise through children's play and themes arising from their interests. The findings importantly highlight how different practices and pedagogies are used to support STEM learning.

Specialised education makes a difference in preschool teachers’ knowledge bases in the teaching of mathematics and science: A case of Botswana and Sweden

“…The learning and understanding of mathematical and scientific concepts are crucial (Chesloff 2013). Teachers should therefore try to make the teaching simple, attractive and engaging in the classroom and provide preschool children with environments and opportunities that would enable them to develop the necessary skills and create content knowledge (CK) (Chesloff 2013), whilst they are still at an impressionable and receptive age (Campbell et al 2018;Chesloff 2013;Hunting, Mousley & Perry 2012). Teachers need knowledge in order to give children opportunities to develop their knowledge, curiosity, creativity, critical thinking and collaborative problem-solving skills (Chesloff 2013;Clements & Sarama 2009;Fleer, Gomes & March 2014;Klibanoff et al 2006;Sylva et al 2010;Wood & Hedges 2016).…”

“…Research indicates that preschool teachers need to understand how children learn and what they are capable of learning (Campbell et al 2018;Fleer 2014Fleer , 2015Van Oers 2010;Vogt et al 2018). They should also have sufficient CK and knowledge about children's experiences in different subject areas so that they can provide a challenging and stimulating environment for the development of young children's mathematical and scientific skills and technological competences.…”

“…Researchers have shown that the use of a play-based approach in the learning and teaching of mathematics and science in early childhood education (ECE) is crucial in that it can prepare young children for future education (Campbell et al 2018;Fleer 2014Fleer , 2015Van Oers 2010;Vogt et al 2018).…”

A Comparative Investigation of the Views of Preschool Teachers and Teacher Candidates about STEM

“…If the STEM approach can correct approached in early childhood education, it could offer opportunities for educators to engage children in the activities that prioritize their interests, experiences, etc. (Campbell, Speldewinde, Howitt, & MacDonald, 2018). Based on the body of research indicated above, the purpose of this research is to investigate comparatively the views of preschool teachers and preschool teacher candidates about STEM.…”

Stem Yaklaşimina Uygun Fen Etki̇nli̇kleri̇ni̇n Okul Öncesi̇ Dönem Çocuklarinin Bi̇li̇msel Süreç Beceri̇leri̇ne Etki̇si̇ni̇n İncelenmesi̇

“…Fen, Teknoloji, Mühendislik ve Matematik (STEM) eğitimi üzerine olan uluslararası ilgi, STEM alanlarıyla ilişkili işlere olan ilginin artması ve bu durumun şimdi ve geleceğe olan etkisinin direkt sonucu olarak karşımıza çıkmaktadır (Campbell, Speldewinde, Howitt & MacDonald, 2018). STEM, Dünyada ve Türkiye'de farklı şekillerde isimlendirilebilmekte ve yorumlanabilmektedir.…”