TY - JOUR
T1 - Ideas About STEM Among Australian Early Childhood Professionals: How Important is STEM in Early Childhood Education?
AU - SIMONCINI, Kym
AU - Lasen, Michelle
N1 - Funding Information:
Los profesionales de educación preescolar juegan un papel importante en el apoyo de los intereses de los niños pequeños y su entusiasmo en la educación STEM [abre-viatura en inglés por Ciencia, Tecnología, Ingeniería y Matemáticas). Esta investi-gación explora los conceptos de STEM y las opiniones de los profesionales de edu-cación preescolar acerca de su importancia en la educación temprana. El Esquema de Hábitos Mentales STEM en la Etapa Preescolar, descrito en esta investigación, se utilizó como lente analítico clave para el análisis de datos de 117 profesionales de educación preescolar que completaron una encuesta por escrito antes de participar en un taller profesional de aprendizaje STEM. Los resultados muestran que las con-ceptualizaciones de la educación STEM de los profesionales de la educación infantil se relacionan con sus respectivas disciplinas; experiencias de aprendizaje basadas en el juego y/o manualidades; y el desarrollo de hábitos mentales. STEM es consid-erado importante en la educación temprana, aunque figura por debajo del desarrollo socio-emocional de los niños. Esta investigación resalta el potencial del Esquema de Hábitos Mentales STEM en la Etapa Preescolar para apoyar: a) la planeación de experiencias integradas de aprendizaje STEM; y b) comprensión más holística y len-guaje común entre los educadores de preescolar, padres y niños, en lo que respecta a la educación STEM.
Funding Information:
Internationally, science, technology, engineering and mathematics (STEM) education is regarded as critical to effectively preparing citizens for the twenty-first century (Early Childhood STEM Working Group 2017; McClure et al. 2017). Recently, Australia’s Chief Scientist (Office of the Chief Scientist 2014) and the Council of Australian Governments (Education Council 2015) stressed the importance of STEM learning for Australia’s future. The Australian Industry Group (2013) suggested that 75% of future jobs will require mathematics, analytical thinking and problem-solving skills. As part of the National Innovation and Science Agenda, the Australian government (Commonwealth of Australia 2017) invested $14 million dollars in three initiatives to enhance STEM learning opportunities for young children: Little Scientists, Let’s Count, and the Early Learning STEM Australia project. Australia’s focus on increasing STEM learning in the early years follows trends
Publisher Copyright:
© 2018, Springer Nature B.V.
PY - 2018/11/1
Y1 - 2018/11/1
N2 - Early childhood professionals have an important role in supporting young children’s interest and engagement in STEM education. This study explores conceptualisations of STEM and beliefs about its importance in early childhood held by early childhood professionals. The Early Childhood STEM Habits of Mind Framework, described in this paper, was used as the key analytical lens for the analyses of data from 117 early childhood professionals who completed a written survey before engagement in a STEM professional learning workshop. Results show that conceptualisations of STEM education held by the early childhood professionals related to its constituent disciplines; play-based and/or hands-on learning experiences; and the development of habits of mind. STEM was perceived to be important in early childhood, albeit ranking behind children’s social–emotional development. This study highlights the potential utility of the Early Childhood STEM Habits of Mind Framework in supporting: (a) planning for integrated STEM learning experiences and (b) more holistic understandings and a shared language, among early childhood educators, parents and children, concerning STEM education.
AB - Early childhood professionals have an important role in supporting young children’s interest and engagement in STEM education. This study explores conceptualisations of STEM and beliefs about its importance in early childhood held by early childhood professionals. The Early Childhood STEM Habits of Mind Framework, described in this paper, was used as the key analytical lens for the analyses of data from 117 early childhood professionals who completed a written survey before engagement in a STEM professional learning workshop. Results show that conceptualisations of STEM education held by the early childhood professionals related to its constituent disciplines; play-based and/or hands-on learning experiences; and the development of habits of mind. STEM was perceived to be important in early childhood, albeit ranking behind children’s social–emotional development. This study highlights the potential utility of the Early Childhood STEM Habits of Mind Framework in supporting: (a) planning for integrated STEM learning experiences and (b) more holistic understandings and a shared language, among early childhood educators, parents and children, concerning STEM education.
KW - Early childhood education
KW - Habits of mind
KW - Integrated learning
KW - STEM
KW - Teacher beliefs
UR - http://www.scopus.com/inward/record.url?scp=85056252510&partnerID=8YFLogxK
UR - https://www.mendeley.com/catalogue/e51ce656-cda1-358b-991e-0159a207b7ca/
U2 - 10.1007/s13158-018-0229-5
DO - 10.1007/s13158-018-0229-5
M3 - Article
SN - 0020-7187
VL - 50
SP - 353
EP - 369
JO - International Journal of Early Childhood
JF - International Journal of Early Childhood
IS - 3
ER -
