Promoting STEAM learning in the early years: “Pequeños Científicos” Program

Valeria M. Cabello,Lesly Maldonado,M. Loreto Martinez,Solange Armijo

doi:10.31129/lumat.9.2.1401

Abstract

Education in the early years is an excellent space for promoting integrated learning. The STEAM education model combines Science, Technology, Engineering, Arts and Mathematics holistically and has gained force globally, mostly in developed countries. However, in developing countries of Latin America, STEAM education programs are incipient and still unfamiliar to many early childhood and primary school educators. "Pequeños Científicos" is a pioneer educational program in Chile aimed at providing extracurricular academic enrichment to students 3 to 10 years old, with a gender-empowering approach. With a cross-sectional design and integrating data from students, researchers and educators, this article documents program design and implementation issues based on a partial application of SWOT analysis grounded on strengths, weaknesses and opportunities. The strengths were the strongest elements that might be transferred to similar interventions, for instance, students were positively engaged in the learning processes and actively communicating their advances through diverse artistic formats. The weaknesses were mainly difficulties that can be avoided in future replication, such as teachers' management of children's behavior. Opportunities present alternatives to these types of programs to improve and grow; for example, through articulation of the courses and including children with additional needs. We call for tackling the weaknesses for more efficient application and discuss the promotion of STEAM learning in the early years in the contexts of high educational inequality for future replication in diverse contexts.

Highlights

In the past decades, educators' and scientists' interest in early science learning has increased dramatically (Sharapan, 2012; DeJarnette, 2018)
The student survey analysis illustrated that the group of participants had marked interests regarding science and technology, which was expected as they joined the program voluntarily, as was expressed by the agreement on sentences related to positive attitudes toward science in general and learning about science and technology
Arts played a crucial role as a way of communicating or expressing results of the learning processes, and helping children to connect with the multiple forms and materialities for learning

Summary

Introduction

Educators' and scientists' interest in early science learning has increased dramatically (Sharapan, 2012; DeJarnette, 2018). Pre-school children have a natural inclination toward science due to their sense of curiosity and ability to find solutions based on creativity and imagination (DeJarnette, 2018). In this regard, STEM (Science, Technology, Engineering and Mathematics) education has spread globally, especially in developed countries in which critical relevance has been given to facilitate children's future success (Akturk & Demircan, 2017). In developing countries of Latin America, it is incipient and mainly focuses on secondary education, perhaps due to promoting interest in scientific careers or reducing gender inequalities (García-Holgado, Camacho, & GarcíaPeñalvo, 2019). It is relevant to incorporate STEAM programs oriented toward young children in diverse countries to advance educational opportunities, especially in areas with marked gender inequalities

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