STEM practice in the early years

Campbell, Coral, Speldewinde, Chris, Howitt, Christine and MacDonald, Amy 2018, STEM practice in the early years, Creative Education, vol. Volume 9, no. 1, pp. 11-25, doi: 10.4236/ce.2018.91002.

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Title STEM practice in the early years
Author(s) Campbell, CoralORCID iD for Campbell, Coral orcid.org/0000-0002-1373-9168
Speldewinde, Chris
Howitt, Christine
MacDonald, Amy
Journal name Creative Education
Volume number Volume 9
Issue number 1
Start page 11
End page 25
Total pages 15
Publisher Scientific Research Publishing
Place of publication Wuhan, China
Publication date 2018-01-19
ISSN 2151-4755
2151-4771
Keyword(s) STEM practice
pedagogy
early childhood
child-led
Summary 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.
Language eng
DOI 10.4236/ce.2018.91002
Field of Research 139999 Education not elsewhere classified
13 Education
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2018, The Authors & Scientific Research Publishing
Persistent URL http://hdl.handle.net/10536/DRO/DU:30107098

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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