ERIC Number: EJ1138636
Record Type: Journal
Publication Date: 2017-May
Abstractor: As Provided
Reference Count: 45
Findings from a Pre-Kindergarten Classroom: Making the Case for STEM in Early Childhood Education
Tippett, Christine D.; Milford, Todd M.
International Journal of Science and Mathematics Education, v15 suppl 1 p67-86 May 2017
Science, technology, engineering, and mathematics (STEM) in early childhood education is an area currently given little attention in the literature, which is unfortunate since young children are natural scientists and engineers. Here, we outline our mixed-methods design-based research investigation of a pre-kindergarten (Pre-K) classroom where two early childhood educators are incorporating STEM activities. We used a protocol consisting of a list of potential characteristics of effective and appropriate STEM curriculum for young children to structure our classroom observations. We also used semi-structured interviews, focus groups, and a questionnaire to collect data from multiple stakeholders (teachers, students, and parents), to examine how STEM activities were incorporated in Pre-K, to explore students' engagement with STEM concepts, and to investigate parents' opinions about STEM in general and STEM as experienced by their children. Our findings provide support for the inclusion of STEM-based learning experiences for young children.
Descriptors: Preschool Education, Preschool Children, STEM Education, Educational Benefits, Mixed Methods Research, Science Curriculum, Semi Structured Interviews, Focus Groups, Questionnaires, Data Collection, Integrated Activities, Inclusion, Teacher Attitudes, Student Attitudes, Parent Attitudes
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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Authoring Institution: N/A