Teaching STEM through play in kindergarten: analysis towards pre-service early childhood teachers preparing the lesson plan

Abstract

Integrating science with other disciplines like technology and mathematics supports early childhood have awareness and interest in science and affects their overall school performance further down in their education. The integration is commonly referred to as STEM which is an acronym of science (S), technology (T), engineering (E), and mathematics (M). STEM Education is provided to achieve educational aims that prepare people for future life and the workforce. However, designing a STEM-based learning process needs more attention, moreover carried out in early childhood. This study investigates preparing lesson plan early childhood pre-service teachers teaching STEM through play. The study used the phenomenology approach, qualitative data collection through observation, questionnaires, and interviews. The study involved pre-service early childhood teachers semester VII which has experienced the learning process of the Field Teaching Practices. The results showed that pre-service early childhood teachers when designing learning through games had an awareness that early childhood would provide a greater understanding of science concepts than children who teach science through direct instruction. Further findings show that designing the process of learning science through enjoyable experiences is a very important approach to promote students’ understanding of developing kindergarten science concepts.