1st Edition
Science, Technology, Engineering, Arts, and Mathematics (STEAM) Education in the Early Years Achieving the Sustainable Development Goals
This book provides a fresh perspective on recent debates around integrating STEAM (Science, Technology, Engineering, Arts, and Mathematics) education in early childhood.
The book offers inspiration and practical advice for educators and researchers. It suggests concrete ways to engage young children in STEAM learning activities and promote their development. With contributions from international experts, the book discusses how to develop age-appropriate STEAM learning activities for young children. Divided into four parts, the book covers a wide range of topics, including the perceptions and practices of STEAM education among early childhood teachers in different countries, the use of new pedagogies and technologies to promote equitable and accessible STEAM education, the role of teacher education and policy in reducing inequality in STEAM education, and how early STEAM education can promote social change and achieve sustainable development goals. The book highlights the importance of STEAM education in providing young children with the necessary skills to create a more sustainable and equitable world. Overall, this book provides an important contribution to help critique and improve how early childhood educators view and practice STEAM education across cultures. It proposes ideas for achieving sustainable development goals through high-quality early STEAM education.
The book appeals to early childhood educators and researchers, as it draws on cross-cultural viewpoints to critically examine how teachers understand and implement STEAM education across different cultures along with exploring how cultural values and goals shape early STEAM education.
Foreword
Tony Bertram, Chris Pascal
Chapter 1
From STEM to STEAM: Creating A More Sustainable and Equitable World for Young Children
Weipeng Yang, Sarika Kewalramani, Jyoti Senthil
Part I - The Microsystem: How Early Childhood Teachers Perceive and Practice STEAM - Inequality within and across Countries?
Chapter 2
Understanding the Dynamic Process of Integrating and Navigating STEAM in Australian Early Childhood Education
Andrea Ng, Marc Pruyn, Gillian Kidman, Sarika Kewalramani
Chapter 3
A Chinese Style of STEM Inquiry? The Discourse of Inquiry-Based STEM Education among Chinese Early Childhood Practitioners
Weipeng Yang, Xunyi Lin
Chapter 4
STEAM and Sustainable Development Challenges in Early Childhood Education: Estonian Preschool Teachers’ Views and Practices
Kaisa Haugas, Kätlin Lehmus, Maire Tuul
Chapter 5
Towards the Sustainable Development Goals: STEAM Education Beliefs and Practices in Turkish Preschools
Ahmet Sami Konca, Ayşe Duran Yılmaz, Ahmet Simsar
Chapter 6
STEAM Education in Preschools in Hanoi, Vietnam: Teachers’ Beliefs About the Learning Environment and Challenges in Teaching
Thi Thao Vu
Part II - The Mesosystem: Higher-Order Effects from New Pedagogies and Technologies for Promoting Quality and Accessible STEAM Education
Chapter 7
Learning STEAM Content Via Arts-Based Hands-On Activities
Juli-Anna Aerila, Marja-Leena Rönkkö
Chapter 8
“But Then I Am the Robot’s Brain!”: Children’s and Preschool Teachers’ Communication During STEM Teaching Scaffolded by Digital Tools
Marie Fridberg, Andreas Redfors
Chapter 9
Equity and Inclusion Through STEAM Play in Early Childhood Education: Culturally Valued Play-Based Practices
Shukla Sikder, Jahirul Mullick, Anamika Devi, Muhammad Alamgir Hossain
Chapter 10
“Because Every Kid Can Think Like A Scientist”: Reflecting South-African Children’s Voices on Being Scientists and Engineers Based on Their STEAM Experience
Linda Bosman
Part III - The Exosystem: The Role of Teacher Education and Policy in Early STEAM Education to Reduce Inequality
Chapter 11
Early Childhood Teachers Becoming Makers Themselves Before Teaching Young Children the Value of Making
Maria Hatzigianni, Marianthi Liapi, Georgia Manousogiannaki, Αntonis Papamanolis
Chapter 12
Saudi Early Childhood Female Teachers’ Perceptions of Children’s Gender Stereotypes When Implementing STEM
Somayeh Ba Akhlag, Sabha H. Allehyani
Chapter 13
Early Childhood Teacher Agency and Creative Insubordination Through STEAM Learning
Robyn Ruttenberg-Rozen, Jennifer Muchmaker
Part IV - The Macrosystem: Achieving Sustainable Development Goals Through Early STEAM Education to Promote Social Change
Chapter 14
The Design of the Curriculum for Sustainability and Climate Education in the Early Years
Richard Pountney, Koen Timmers
Chapter 15
Children as Inventors of Sustainable Future: Imagination-Driven Approach to Early STEAM Education
Kati Sormunen, Jenni Vartiainen, Jonna Kangas
Chapter 16
STEAM Activities to Advance SDG4 in the Early Years by Making Items from Recycled Materials
Mariëtte Koen, Stef Esterhuizen
Chapter 17
“It’s Not a Challenge, It’s an Opportunity”: Empowering Children to Create a Sustainable Future
Elizabeth O. Crawford, Meredith Jones
Chapter 18
Challenges and Opportunities in STEAM Education in the Early Years Against the Global Move Towards a Sustainable Future
Sarika Kewalramani, Weipeng Yang, Jyoti Senthil
Biography
Weipeng Yang is an Assistant Professor at the Education University of Hong Kong and Editor for the Journal of Research in Childhood Education.
Sarika Kewalramani is a Senior Lecturer in Education at Swinburne University of Technology.
Jyoti Senthil is a Doctoral Student pursuing Doctor of Education (EdD) at the University of Bath, United Kingdom.
Andreas Schleicher – Director for the Directorate of Education and Skills, OECD
Children are born as STEM experts, they love understanding nature, to try things out and test ideas, and to figure out cause and effect. But as they grow older, many turn away from this early love, experiencing the STEM subjects in school as an abstract world of formulas and equations that is unrelated to their lives and dreams, quickly memorised and then forgotten. Yang, Kewalramani and Senthil show how we can turn this around, teaching STEM in the early years in ways that build curiosity, agency and a science-based world view. This is not just about the next generation of engineers, it is about citizens who share an evidence-based reality and who take responsible decisions for themselves, for others and for the planet.
Philip Hui Li – Chair Professor and Dean of Shanghai Institute of Early Childhood Education, Shanghai Normal University, China
This book provides a comprehensive overview of the cutting-edge state of STEAM education in early childhood settings with practical examples and effective strategies. It covers a wide range of topics, including teacher perceptions and practices, the role of new pedagogies and technologies, equity and inclusion, teacher education and policy, and achieving sustainable development goals. The diverse global perspectives and enriched international experiences make this book an essential read for anyone interested in promoting STEAM education for young children. The editors, Weipeng Yang, Sarika Kewalramani, and Jyoti Senthil, have brought together an incredible group of contributors to create a timely and valuable resource for educators, policymakers, and researchers alike.
Coral Campbell – Professor of Science Education, Deakin University, Australia
In recent years, two very strong focuses have emerged that impact the world – the need for STEM capabilities and the development of sustainable futures. If we are to have a prosperous, equitable future, we need to cultivate a futures-oriented approach to learning that involves young children. In the area of early childhood education, STEAM education has been expanding to provide young children with a means to contribute as active participants in their learning. Children also have a role in sustaining a viable environmental future. Young children will need to manage the sustainability issues of the future, with STEAM skills and knowledge. This book is a valuable contribution to the field as it successfully brings together recent relevant research from across the globe. Using a structured approach to identify the issues and successes in STEAM education for sustainability, this book is a ‘must read’ for any early childhood professional educator and researcher who seeks to understand the complexities underpinning a sustainability approach to STEAM teaching and learning. It is a significant contribution to the field.
Professor Susanne Garvis, Griffith University
This book draws together 16 chapters from around the world to explore different perspectives, theories and practices useful for early childhood education practitioners and researchers. The alignment with the Sustainable Development Goals shows the importance of creating high quality learning experiences with young children to support successful equitable and sustainable futures for all. A focus on future orientation provides opportunities for teachers and policy makers to rethink what is possible and allow strong connections between theory and pedagogical practices.
