Increasing Girls’ STEM Engagement in Early Childhood: Conditions Created by the Conceptual PlayWorld Model

Stephenson, Tanya; Fleer, Marilyn; Fragkiadaki, Glykeria

doi:10.1007/s11165-021-10003-z

Cited by 25 publications

(38 citation statements)

References 21 publications

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“…Nine articles, which did not show up in the Web of Science search, but were relevant to the purpose of this review were introduced manually. These articles were added because they provided essential information about the notion of perezhivanie [12,22], play-worlds [23][24][25][26][27][28], and the theoretical work of Rey [29].…”

Section: Methodsmentioning

confidence: 99%

“…Scientific playworlds is one example of a pedagogical method that focuses on children's interests and emotional connections [23]. The methodology of scientific play-worlds has been used for the purpose of teaching engineering and STEM in preschools [24][25][26]48] as well as for the adult population. Results show that the method has successfully been applied to change an individual's stance towards science [49] and to develop executive functions [50,51] and science concepts [14].…”

Section: Intervention-based Research Papers 421 Research Within the Social Perspective: Play As A Motivational Environment/ Pedagogical Imentioning

confidence: 99%

“…Research influenced by the social perspective situates perezhivanie within the context of social dynamics and places focus on social positioning or the development of pedagogical methods intentionally designed to create positive experiences of learning [24,25,28]. Here, the concept of perezhivanie provides a logic for intentionally affecting learning over a lifetime.…”

Section: Contributions Of Perezhivanie To Contemporary Research In Generalmentioning

confidence: 99%

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Perezhivanie and Its Application within Early Childhood Science Education Research

2021

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Perezhivanie is a concept that was originally defined by Vygotsky, but it did not become a part of educational theory until recently. Today the concept has been revived, and it is now used as a way to include emotional aspects into education and educational research. The concept also provides a rationale for describing and forming personalised learning. The present study provides a literature review with the aim of covering the variety in definitions of the concept, as well as the different perspectives that the concept lends to research in general, and to research with focus on early years education in particular. Results show that the concept has been applied within the most common theoretical perspectives in use today (such as social, cultural and subjective perspectives) with an interesting array of outcomes, such as design of educational methods, analysis of different modes of experiencing and development of self-awareness. The use of this concept becomes a shift toward more emotional perspectives of learning and development that may not be altogether positive, as perezhivanie holds the risk of blurring the border between psychotherapy and education, which is something that would provide new challenges for education in general and especially for teacher education.

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Section: Methodsmentioning

confidence: 99%

Section: Intervention-based Research Papers 421 Research Within the Social Perspective: Play As A Motivational Environment/ Pedagogical Imentioning

confidence: 99%

Section: Contributions Of Perezhivanie To Contemporary Research In Generalmentioning

confidence: 99%

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Perezhivanie and Its Application within Early Childhood Science Education Research

2021

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“…This results in the ongoing trend of underrepresentation of women in STEM fields due to underlying gender equity issues. To improve this gender gap, it is important to consider the beginning of the STEM pipeline, the early stages of education (Stephenson, Fleer, & Fragkiadaki, 2021). Thus, it is vital that the training offered to future science teachers provides them with the skills and knowledge required to incorporate a science education model with a gender perspective into their classroom practice.…”

Section: Introductionmentioning

confidence: 99%

Encouraging A Gender Perspective in Science Education: A Learning Experience for Pre-Service Early Childhood Education Teachers

Gámez

Fernández-Oliveras

2022

IJISME

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This work describes and evaluates a learning experience whose aim was to encourage pre-service early childhood education teachers to consider aspects of gender in science education and to begin acquiring the skills needed to design teaching strategies that promote children’s awareness of these aspects. Participants were 56 pre-service teachers whose task was to design workshops on science topics in which women scientists have made key contributions. At the outset, some of the participants showed little inclination to consider aspects of gender in the science classroom, and others did not contemplate that science and gender could be addressed in an integrated way. It was also apparent that the pre-service teachers lacked the skills needed to design activities that encompassed both scientific content and aspects of gender. Overall, the subsequent learning experience appears to have had a positive impact, although we suggest certain refinements that could lead to more satisfactory outcomes.

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“…Studies ranging over three decades have shown that gendering processes do affect children's everyday life in early childhood education settings (Blaise, 2014;Davies, 1989;Lappalainen and Odenbring, 2020), but most of these studies have focused on social relations and not on children's being and learning in relation to academic disciplines. Nevertheless, there are recent studies which indicate that gendering processes negatively affect girls' opportunities to engage in science (Günther-Hanssen et al, 2020), technology (Stephenson et al, 2021) and engineering (Fleer, 2021) in early childhood education.…”

mentioning

confidence: 99%

STEAM education: An opportunity to transcend gender and disciplinary norms in early childhood?

Areljung

Günther-Hanssen

2021

Contemporary Issues in Early Childhood

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STEAM (science, technology, engineering, arts and mathematics) education is currently gaining ground in many parts of the world, particularly in higher stages of the educational system. Foreseeing a development of STEAM policy and research also in the early years, this colloquium seeks to bring questions of gendering processes to the table. The authors aspire to prevent the development of a gender-blind STEAM discourse for early childhood education. Instead, they encourage practitioners and researchers to make use of STEAM education to recognise and transcend gendered norms connected to children’s being and learning in the arts, STEM and STEAM.

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Increasing Girls’ STEM Engagement in Early Childhood: Conditions Created by the Conceptual PlayWorld Model

Cited by 25 publications

References 21 publications

Perezhivanie and Its Application within Early Childhood Science Education Research

Perezhivanie and Its Application within Early Childhood Science Education Research

Encouraging A Gender Perspective in Science Education: A Learning Experience for Pre-Service Early Childhood Education Teachers

STEAM education: An opportunity to transcend gender and disciplinary norms in early childhood?

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