Innovations in science education: infusing social emotional principles into early STEM learning

Abstract

We report on the development of an after-school and summer-based science, technology, engineering, and mathematics curriculum infused with the arts and social emotional learning content (STEAM SEL). Its design was motivated by theory and research that suggest that STEM education is well-suited for teaching empathy and other emotion-related skills. In this paper, we describe the activities associated with the development and design of the program and the curriculum. We provide expert-ratings of the STEAM and social emotional elements of the program and present instructor and participant feedback about the program’s content and its delivery. Our results revealed that infusing the arts and social emotional learning content into science education created a holistic STEM-related curriculum that holds potential for enhancing young children’s interest in and appreciation for science and its applications. The data also suggested that the program was well-developed and, generally well-executed. However, experts rated the STEAM elements of the program more positively than the SEL elements, especially with regard to sequencing of lessons and integration among the lessons and hands-on activities, indicating that program revisions are warranted.