STEM Practice in the Early Years

Coral Campbell,Chris Speldewinde,Amy Macdonald,Christine Howitt

doi:10.4236/ce.2018.91002

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 examinepractices 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.

Highlights

International interest in Science, Technology, Engineering and Mathematics (STEM) has increased significantly in recent years as a direct result of the declining interest in STEM-related occupations and the expected impact of this and into the future
There is a need to clarify what is meant by STEM in education (Hobbs, Cripps Clark, & Plant, 2017) and how this can be transferred into curriculum and pedagogy across all stages of education, in early childhood (Australian Government, 2017)
Our research provides evidence that STEM, science and mathematics, is occurring in pre-schools, including regular planning supported by activities

Summary

Introduction

International interest in Science, Technology, Engineering and Mathematics (STEM) has increased significantly in recent years as a direct result of the declining interest in STEM-related occupations and the expected impact of this and into the future. Research is emerging that signals the early childhood years as essential for laying the foundation for future learning in STEM with suggestions that teachers can engage children in STEM activities that take advantage of children’s prior experiences, knowledge and interests (NRC). Educators and researchers are becoming increasingly interested in investigating contexts and practices that support children’s learning in these areas, and what teaching approaches are most conducive for developing children’s investigative, design and reasoning skills. This problematising of STEM in education acknowledges the diversity of approaches that are emerging, within the EC setting

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Methods

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Discussion

Conclusion