STEM education in the early years thinking about tomorrow Kevin Larkin, Thomas Lowrie

Format:

Book

Author/Creator:

Larkin, Kevin M., author.

Lowrie, Tom, author.

Language:

English

Subjects (All):

Science--Study and teaching (Early childhood).

Science.

Technology--Study and teaching (Early childhood).

Technology.

Engineering--Study and teaching (Early childhood).

Engineering.

Mathematics--Study and teaching (Early childhood).

Mathematics.

Physical Description:

1 online resource

Place of Publication:

[S.l.] : SPRINGER, 2022.

Singapore Springer [2022]

Summary:

This book analyses and synthesises past and current approaches to STEM Education in the Early Years, particularly the role of digital technologies and play based pedagogies, and provides a look forward to a new way of conceiving STEM Education. It presents a literature review of existing best practice in STEM education, both in Australia and internationally. It also presents theoretical and pedagogical discussions that outlines a new approach to STEM Education, based on a four-year, longitudinal, Early Years project. It provides educational frameworks for educators' use to enhance student learning in STEM, both in formal school contexts and beyond. This book focuses on a number of core themes in the research literature, including STEM education policy (nationally and internationally); the economic, social and political implication of STEM Education; the nexus between digital technologies, STEM, and play based pedagogies; the confidence and competence of early childhood educators and their professional development requirements; STEM education beyond formal schooling; and a new pedagogical approach to STEM education.

Contents:

Intro

Acknowledgements

Contents

About the Authors

1 STEM in the Early Years: Laying the Foundations

1.1 Introduction

1.1.1 What is STEM?

1.1.2 The Importance of STEM Education

1.1.3 What is Involved in Delivering STEM Education?

1.2 Contemporary Issues in STEM Education in the Early Years

1.2.1 Gender Stereotypes and STEM Identity

1.2.2 STEM Education and Indigenous Perspectives

1.2.3 STEM in Disadvantaged Communities

1.2.4 What is Needed in STEM Education in Disadvantaged Communities?

1.3 Book Structure

References

2 Pedagogical and Social Perspectives to Teaching STEM in the Early Years

2.1 Introduction

2.2 [S, T, E, or M] or [STEM]?

2.3 Vygotsky and Social-Constructivist Approaches to STEM Learning

2.3.1 The "Double Move" in Teaching

2.4 Five Approaches to Teaching STEM

2.4.1 STEM Schools

2.4.2 Project-Based Learning (PBL)

2.4.3 Inquiry-Based Learning (IBL)

2.4.4 Problem-Based Learning

2.4.5 An Integrated Approach to STEM Education

2.4.6 Advantages and Challenges of Integrated STEM Education

2.5 The Early Years Learning Framework (EYLF)

2.6 Intentional Teaching

2.6.1 Findings Regarding the Impact of Intentional Teaching

2.6.2 Practical Applications of Intentional Teaching

2.7 Conclusion

References

3 Digital Technologies, Computational Thinking, and Robotics

3.1 Introduction

3.2 Access to Digital Technologies

3.3 The Educational Effects of Digital Technology

3.4 Specific Impact of Tablets

3.4.1 Access to Tablets and Apps

3.4.2 Ease of Use of Tablets

3.4.3 Impacts of the Use of Tablets

3.5 Information Regarding Quality Apps

3.6 Evaluation Tools

3.6.1 Methodologies for Evaluating Apps

3.6.2 Design Principles for the Creation of Quality Apps

3.7 Screen Time and Its Impact on Young Children

3.7.1 New Understandings of Screen Time

3.8 Computational Thinking (CT)

3.8.1 Importance of Computational Thinking (CT)

3.9 Robotics

3.9.1 Robotics and Gender

3.9.2 Robotics as a Form of Manipulatives

3.9.3 Robotics and Learning

3.9.4 Sequencing With Robotics

3.9.5 Reasoning and Problem Solving With Robotics

3.10 Conclusion

4 Play, Digital Play, and Play-Based Learning

4.1 Introduction

4.2 Play

4.3 Digital Play

4.3.1 The Digital Play Framework (DPF)

4.4 Playful Explorations

4.5 An Ecological Approach to Digital Play

4.6 Play-Based Learning

4.6.1 Guided Play

4.6.2 Our Approach to Play-Based Learning in the ELSA Program

4.7 Conclusion

5 Early Childhood Educators and STEM Education

5.1 Introduction

5.2 STEM and Early Childhood Educators

5.2.1 Educator Beliefs Regarding STEM

5.2.2 Impact of Educator Beliefs on the Teaching of STEM

5.2.3 Educator Knowledge of STEM

5.3 Professional Development (PD)

Notes:

Includes bibliographical references

Description based on online resource; title from digital title page (viewed on September 16, 2022)

Other Format:

Print version:

ISBN:

981192810X

9789811928109

OCLC:

1343197250

Access Restriction:

Restricted for use by site license