A Novel Pedagogical Tool For Childhood Education In STEM And STEAM Towards Achieving Sustainable Development Goals In Africa

Abstract

The integrating of Science, Technology, Engineering and Mathematics (STEM) and Science, Technology, Engineering, Art and Mathematics (STEAM) in Early Childhood Education in developing countries has proved to be a workable strategy in enhancing inclusive and equitable quality education and lifelong opportunities for all (SDG 4) towards achieving Sustainable Development Agenda by the year 2030.This paper presents a critical review of early childhood education in Africa, its impacts, benefits, challenges and plausible remedies. Theoretical frameworks in use were x-rayed with basic characteristics and types of pedagogical tools highlighted. A firsthand experience of non-formal, community-linked and integrated approaches, STEM Play cycle and Culturo-Techno-Contextual Approach (CTCA) to STEM and STEAM education at childhood stage was carried out in Ekiti State, a rural –urban setting in densely populated Nigeria for this case study research. The role of culture and influence of environment in learning were showcased.