Integrated STEM curriculum: improving educational outcomes for Head Start children

Abstract

In this study, the researchers aimed to design, plan and implement a Science, Technology, Engineering and Math (STEM) model to support Pre-K children's skills and knowledge in STEM as well as to improve Pre-K teachers' attitudes and professional skills to plan and integrate STEM concepts in their daily classroom activities. Four classrooms from a Head Start programme in an Eastern North Carolina County participated in the study. A quasi-experimental, pre-post-intervention design was adopted to implement the steps of the project. Data were collected through multiple, convergent methods in which the research team utilized both quantitative and qualitative measures to document the participants' progress and gains. The research outcomes proved that children attending preschool can attain higher levels of understanding in STEM when they are specifically supported through well-planned, stimulating and developmentally appropriate activities. ARTICLE HISTORYOver the past decade, there has been a growing concern among industry groups and education organizations regarding the future of Science, Technology, Engineering and Math (STEM)-related professions in light of declining student interest in those professions at college entry. A series of national and local community initiatives has been organized to address the need for STEM education and to communicate STEM priorities and activities across constituencies. Initiatives such as the 2010 STEM summit aim to raise awareness among public educators of the need to awaken children's interest in STEM content, and eventually to create a streamlined link between K-12 education and STEMrelated fields. However, 'P' for preschool has barely been included in K-12 efforts to extend STEM integration in early childhood education (ECE).There could be a number of explanations why 'P' for preschool is often excluded from those efforts. These may include but are not limited to (a) inadequate quality early childhood programmes; (b) teachers' lack of professional preparedness; (c) teachers' continuing professional growth affected by the increased focus on math and literacy in the recently adopted common core standards for K-12 and (d) students' voluntary attendance in preschool programmes as opposed to their mandated attendance in elementary education. Clearly, not all children of preschool age are exposed to experiences that prepare them in STEM-related concepts. Another significant factor is the type of early childhood care and education young children receive (e.g. profit, non-profit, federally funded, state funded, etc.). Because early care and education options vary and the decision heavily depends on each individual family's choice, the quality and variety of the experiences to which children are exposed could be quite unpredictable (Nores & Barnett, 2014). Many factors, including teacher-child ratio, curriculum practices and design of the learning environment, contribute to the quality of experiences children will receive in their early childhood programmes. In addition to the programme...

A Comparative Investigation of the Views of Preschool Teachers and Teacher Candidates about STEM

“…A group advocating that the STEM approach should implement in the preschool period suggests that preschool children behave like a natural scientist (Chesloff, 2013) and that many skills that can form the basis for further learning acquires during this period (Aldemir & Kermani, 2017). Children begin to develop some feelings about numbers long before they start counting.…”

“…All these activities can count as a part of STEM activities. STEM activities can be included in preschool education by hands-on activities that help children develop an understanding of STEM and enhance their future learning (Aldemir & Kermani, 2017).…”

Trends and Issues on STEM and STEAM Education in Early Childhood

“…Currently, the research findings found that the preparation of teachers for dealing with STEM and STEAM education in early childhood years is very limited. There were three studies of international research which were conducted with in-service preschool teachers (Atiles at al., 2013;Bers et al, 2013;Bagiatti & Evangelou, 2015;Aldemir & Kermani, 2016). In Thailand, only one study was conducted the STEM collaborative teacher professional development with in-service preschool teachers' understanding and teaching practices (Thammaprateep & Chartisathian, 2018).…”

Quality of Teachers in STEM Learning at Secondary School

“…Bagaimanapun, kejayaan proses pembelajaran adalah apabila guru-guru memiliki kualiti pengajaran dan pembelajaran dalam penyampaian PdP (McIntyre, 2014). Murid dapat mencapai tingkat pemahaman yang lebih tinggi melalui STEM apabila disokong dengan guru-guru yang berkualiti (Aldemir & Kermani, 2016). Chang and Park (2014) mengemukakan bahawa untuk meningkatkan pengalaman PdP dalam pembelajaran STEM bagi guru-guru dapat dilakukan melalui; (i) gaya mengajar, metode, atau strategi pengajaran yang mantap, (ii) pengetahuan dan persiapan yang matang dalam penyampaian materi, (iii) sikap mesra guru-guru terhadap murid dan proses pembelajaran, (iv) beban kerja guru-guru yang bersesuaian.…”