STEM curriculum in early childhood classrooms
Statement of the Problem
Integration of Science, Technology, Engineering and Mathematics curriculum into early childhood classrooms is a matter of numerous discussions with regard to its significance. It is currently unarguable that STEM curriculum is a strong driver of modest national economies. Therefore, throughout the universe, there is massive investment in STEM curriculum with the optimism of priming innovative minds and spearheading a sustainable and developing economic growth. In the educations sector, strong STEM curricula are considered vital in developing learners with current era’s competences, including values, knowledge and skills (Tippett, & Milford, 2017). Competences of the 21st century, including entrepreneurial skills, creativity and problem-solving are the qualification for students’ further education in STEM areas as well as their taking up of associated ventures and careers into inventions and entrepreneurship. In this regard, incorporating STEM curriculum into the early childhood classrooms appears as a significant move to improve national economies as well as the development of innovative students. The above effort requires teachers with pedagogies and knowledge related to diverse STEM disciplines as well as those with the ability to develop new constructs with the school contexts. Literature relates STEM education with the foundation for economic development.
With all the potential benefits accruing from the STEM curriculum, it is imperative to ensure it is effectively incorporated and implemented in early childhood learning. Typically, most nations adopted STEM curriculum void from standard operating procedures and theoretical frameworks which were context, specific to direct on implementations and its understandings. Logically, a successful STEM curriculum appears to greatly underpinned by standard operating procedures, well-defined conceptions and theoretical underpinnings. However, there is still void on the fine details of the STEM curriculum and how to implement it, especially in early childhood education. The need for stakeholders to clearly define the theoretical paradigm for the integration of STEM curriculum cannot be overstated.
The increasing focus on STEM education universally relates to the importance of integrating the curriculum in early childhood classrooms. The massive contributions of STEM education, especially in improving national economies and developing innovative minds of learning credits its significance in elementary classrooms. The problem can be answered through an evaluation of the effect of STEM framework in other educational levels.
Theoretical Framework
Literature relating to STEM education were qualitative-Philosophical reviewed to establish a model which can be in the education curriculum. Qualitative-Philosophical is an approach grounded on pragmatism which blends philosophical and qualitative research frameworks. Pragmatic perspectives unravel epistemological boundaries with regard to knowledge production by mixing approaches which are considered fitting and relevant to the study of STEM education. Knowledge relating to the efficacy of STEM education was obtained from different perspectives, and sources in ongoing research and literature work with learners under supervision in STEM curriculum (Glancy, & Moore, 2013). The philosophical angle which guides the synthesis of various perspectives in relation to STEM education is done through inductive and deductive interrogation of research in qualitative approaches.
Diverse education contexts have adopted STEM approaches with some within the same society. Research indicates that the adoption of diverse STEM approaches within the same community is the major source of misunderstandings and misconceptions relating to the integration of STEM education in early childhood education. The above-mentioned misconceptions and confusions are ripple impact of numerous other barriers of the curriculum. The process of incorporating STEM theoretical framework can be quite complicated similar to the global problem which necessitates a new group of STEM professionals (Glancy, & Moore, 2013). Educational research reveals that teachers struggle with connecting across the different STEM disciplines which pose as some of the challenges facing the integration of STEM curriculum.
The numerous assumptions relating to the implementation of STEM curriculum into early childhood classrooms can be elucidated through various working frameworks linking the importance of STEM education to individuals as well as the entire nation. Typically, numerous research point out the struggles of implementing STEM education in the school system but little research focus on its significance to the young minds in elementary school (Tippett, & Milford, 2017). Such focus on early childhood classrooms could help drive the need to counter some hindrances and work on making the implementation process more feasible.
Literature Review
Science, Technology, Engineering and Mathematics education is increasingly becoming more common at current national reports and school systems which calls for change in the way these disciplines are approached. There is an emphasis on the incorporation between the different STEM disciplines. Studies, even at its early development, reveals that the addition of STEM education curriculum within the elementary classroom can develop the understanding of young students relating to the various roles that engineering, mathematics, science and technology within the community. Research can also help to enhance problem-solving, achievement and motivation through contextualizing science and mathematics content (Glancy, & Moore, 2013). Therefore, early childhood classrooms provide a strong environment for the implementation of STEM education and learning. However, the manner in which teachers enact, conceptualize and subsequently interpret STEM content, as well as engineering, affects the learning experiences which they offer in the classrooms. In this case, it becomes crucial to investigate how to support teachers in the process of conceptualization of integrated STEM into early childhood classrooms.
At its core, evangelists of STEM education support as well as promote the introduction of the four disciplines which comprise STEM to children using the hands-on-experience. It is important to understand the STEM approach and particularly its significance in early childhood. Typically, numerous reasons are supporting the STEM curriculum, especially in early childhood classrooms which are further supported by research. Firstly, the STEM curriculum helps young mind understand the world as well as connect with it. STEM comprises introducing young minds to new education and life concepts through games and activities. Essentially, it helps children live the learned concepts as opposed to only reading them. The concepts mentioned above can, in some cases, be real-life issues where children are required to seek the most effective solutions towards countering them. In turn, this inculcates creativity, problem-solving and innovative skills in children which are necessary skills in the current century (Glancy, & Moore, 2013). Considering early childhood or elementary is the most appropriate period to build a foundation and develop new habits, these STEM skills would come naturally similar to learning to eat or walk.
Memory is another positive consequence of STEM education in early childhood classrooms. The incorporation of STEM curriculum caters to the significance of memory retention. Loci’s criteria of memorizing things come into play which is the connection of a fact with a task or place. When children experience something or practice something on their own, they are more likely to remember that specific event compared to when they read the same thing. The latter does not apply to children but everyone in the community. According to Milford and Tippett (2015), there is 5% retention of knowledge through traditional learning while STEM education achieves up to 90% of knowledge retention. In this case, STEM education emerges as a perfect alternative which educators should adopt.
Research has further revealed that the effort to observe, explore and interact in humankind in early childhood, goes before middle school and high school. Furthermore, the economy of nations is advancing in terms of technologically-based activities hence creating an increase in demand for employee proficiency in science, technology, engineering and mathematics. Integration of STEM curriculum helps to answer the question of how to cultivate a future generation of adults which is prepared to flourish in the current century economy. The solution is recruiting and training children through STEM education (Tippett, & Milford, 2017). Despite extensive evidence supporting the integration of high-quality STEM education in early childhood classrooms, there has been little effort directed at incorporating the same in real-time classrooms, hence the need to provide evidence supporting its efficacy among children.
References
Glancy, A. W., & Moore, T. J. (2013). Theoretical foundations for effective STEM learning environments.
Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education, 3(1), 11.
Milford, T., & Tippett, C. (2015). The Design and Validation of an Early Childhood STEM Classroom Observational Protocol. International research in early childhood education, 6(1), 24-37.
Tippett, C. D., & Milford, T. M. (2017). Findings from a pre-kindergarten classroom: Making the case for STEM in early childhood education. International Journal of Science and Mathematics Education, 15(1), 67-86.