STEM

STEM

STEM is an approach to learning that integrates:

Early childhood educators may feel pressured to incorporate STEM learning activities into their programs because of current trends. However, educators should realise they are most likely already doing so! Young children are the original scientists and engineers.

Children spend a lot of time tinkering, asking questions, and messing around with materials. Give a paper bag to a young baby and they will flap it and scrunch it in every way possible.

More than iPads and robots

Some educators only associate STEM with iPads and robots because they have been told this is where future employment lies. Be careful with this approach, because a two-year-old child is not about to enter the workforce. The Early Years Learning Framework (EYLF) considers childhood as a time to be: "the early childhood years are not solely preparation for the future but also about the present."

Nature play is STEM

Another popular misconception is that STEM is about white lab coats and structured experiments. Young children will learn more about STEM with a pair of gumboots and nature play.

Research into nature play is discussed in an article on The Conversation: "Children learn science in nature play long before they get to school classrooms and labs."

The researchers explain:

"Our research project in urban and regional early childhood settings in Queensland uncovered a vast number of key concepts explored through nature play. Many were connected with Indigenous ways of knowing about the planet. Others were more aligned with environmental science or STEM concepts."

EYLF learning outcomes

STEM promotes curiosity, imagination, creativity, commitment, enthusiasm, persistence and confidence (4.1). STEM experiences involve problem solving, inquiry, experimentation, hypothesising, researching, investigating (4.2), and technologies (4.4).

Conduct a STEM investigation

STEM investigations are exploratory activities that encourage children to think critically and solve problems,  while applying basic STEM concepts.

The educators role is to guide the children’s exploration by asking open-ended questions, providing materials, and encouraging them to reflect on their observations and discoveries.

The steps

  1. Observe the children and identify a topic they are interested in.
  2. Write down their questions or things they want to know more about.
  3. Use different methods of exploration to find the answers.
  4. Let the children lead the project even if they change interests or take it in unexpected directions.

Methods of exploration

  • Hands-on manipulation of materials
  • Observation of natural phenomena
  • Conducting surveys or interviews
  • Research using books and the internet
  • Role-playing scenarios 
  • Designing, making and testing something
  • Conducting simple experiments.

Integrate STEM learning domains

Science, technology, engineering and math were traditionally taught as separate subjects. The significance of STEM learning is that educators integrate multiple domains into one learning experience.

Use technology to measure

Use technological equipment to measure the weight, dimensions or speed of different things (e.g a stopwatch or digital scales). Create a simple graph to compare and communicate the results. Take a photo of your graph and email it to the children's families.

Design, build and test

In small groups, design, build and test something that solves a problem in your lives. Work with and combine different materials. Collaborate, negotiate and support your friends.

Document your discoveries

Start an investigation project. Guess the answers to your questions and then research the correct answers. Document your findings using communication technologies (e.g. photos, videos and audio), data recorded as simple graphs and charts, and observational drawings.

Events

Resources 

Websites

Gowrie: Cultivating STEM skills in the early years with inquiry-based exploration