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Table of Contents
Intro
Acknowledgements
Contents
About the Authors
1 STEM in the Early Years: Laying the Foundations
1.1 Introduction
1.1.1 What is STEM?
1.1.2 The Importance of STEM Education
1.1.3 What is Involved in Delivering STEM Education?
1.2 Contemporary Issues in STEM Education in the Early Years
1.2.1 Gender Stereotypes and STEM Identity
1.2.2 STEM Education and Indigenous Perspectives
1.2.3 STEM in Disadvantaged Communities
1.2.4 What is Needed in STEM Education in Disadvantaged Communities?
1.3 Book Structure
References
2 Pedagogical and Social Perspectives to Teaching STEM in the Early Years
2.1 Introduction
2.2 [S, T, E, or M] or [STEM]?
2.3 Vygotsky and Social-Constructivist Approaches to STEM Learning
2.3.1 The "Double Move" in Teaching
2.4 Five Approaches to Teaching STEM
2.4.1 STEM Schools
2.4.2 Project-Based Learning (PBL)
2.4.3 Inquiry-Based Learning (IBL)
2.4.4 Problem-Based Learning
2.4.5 An Integrated Approach to STEM Education
2.4.6 Advantages and Challenges of Integrated STEM Education
2.5 The Early Years Learning Framework (EYLF)
2.6 Intentional Teaching
2.6.1 Findings Regarding the Impact of Intentional Teaching
2.6.2 Practical Applications of Intentional Teaching
2.7 Conclusion
References
3 Digital Technologies, Computational Thinking, and Robotics
3.1 Introduction
3.2 Access to Digital Technologies
3.3 The Educational Effects of Digital Technology
3.4 Specific Impact of Tablets
3.4.1 Access to Tablets and Apps
3.4.2 Ease of Use of Tablets
3.4.3 Impacts of the Use of Tablets
3.5 Information Regarding Quality Apps
3.6 Evaluation Tools
3.6.1 Methodologies for Evaluating Apps
3.6.2 Design Principles for the Creation of Quality Apps
3.7 Screen Time and Its Impact on Young Children
3.7.1 New Understandings of Screen Time
3.8 Computational Thinking (CT)
3.8.1 Importance of Computational Thinking (CT)
3.9 Robotics
3.9.1 Robotics and Gender
3.9.2 Robotics as a Form of Manipulatives
3.9.3 Robotics and Learning
3.9.4 Sequencing With Robotics
3.9.5 Reasoning and Problem Solving With Robotics
3.10 Conclusion
References
4 Play, Digital Play, and Play-Based Learning
4.1 Introduction
4.2 Play
4.3 Digital Play
4.3.1 The Digital Play Framework (DPF)
4.4 Playful Explorations
4.5 An Ecological Approach to Digital Play
4.6 Play-Based Learning
4.6.1 Guided Play
4.6.2 Our Approach to Play-Based Learning in the ELSA Program
4.7 Conclusion
References
5 Early Childhood Educators and STEM Education
5.1 Introduction
5.2 STEM and Early Childhood Educators
5.2.1 Educator Beliefs Regarding STEM
5.2.2 Impact of Educator Beliefs on the Teaching of STEM
5.2.3 Educator Knowledge of STEM
5.3 Professional Development (PD)
Acknowledgements
Contents
About the Authors
1 STEM in the Early Years: Laying the Foundations
1.1 Introduction
1.1.1 What is STEM?
1.1.2 The Importance of STEM Education
1.1.3 What is Involved in Delivering STEM Education?
1.2 Contemporary Issues in STEM Education in the Early Years
1.2.1 Gender Stereotypes and STEM Identity
1.2.2 STEM Education and Indigenous Perspectives
1.2.3 STEM in Disadvantaged Communities
1.2.4 What is Needed in STEM Education in Disadvantaged Communities?
1.3 Book Structure
References
2 Pedagogical and Social Perspectives to Teaching STEM in the Early Years
2.1 Introduction
2.2 [S, T, E, or M] or [STEM]?
2.3 Vygotsky and Social-Constructivist Approaches to STEM Learning
2.3.1 The "Double Move" in Teaching
2.4 Five Approaches to Teaching STEM
2.4.1 STEM Schools
2.4.2 Project-Based Learning (PBL)
2.4.3 Inquiry-Based Learning (IBL)
2.4.4 Problem-Based Learning
2.4.5 An Integrated Approach to STEM Education
2.4.6 Advantages and Challenges of Integrated STEM Education
2.5 The Early Years Learning Framework (EYLF)
2.6 Intentional Teaching
2.6.1 Findings Regarding the Impact of Intentional Teaching
2.6.2 Practical Applications of Intentional Teaching
2.7 Conclusion
References
3 Digital Technologies, Computational Thinking, and Robotics
3.1 Introduction
3.2 Access to Digital Technologies
3.3 The Educational Effects of Digital Technology
3.4 Specific Impact of Tablets
3.4.1 Access to Tablets and Apps
3.4.2 Ease of Use of Tablets
3.4.3 Impacts of the Use of Tablets
3.5 Information Regarding Quality Apps
3.6 Evaluation Tools
3.6.1 Methodologies for Evaluating Apps
3.6.2 Design Principles for the Creation of Quality Apps
3.7 Screen Time and Its Impact on Young Children
3.7.1 New Understandings of Screen Time
3.8 Computational Thinking (CT)
3.8.1 Importance of Computational Thinking (CT)
3.9 Robotics
3.9.1 Robotics and Gender
3.9.2 Robotics as a Form of Manipulatives
3.9.3 Robotics and Learning
3.9.4 Sequencing With Robotics
3.9.5 Reasoning and Problem Solving With Robotics
3.10 Conclusion
References
4 Play, Digital Play, and Play-Based Learning
4.1 Introduction
4.2 Play
4.3 Digital Play
4.3.1 The Digital Play Framework (DPF)
4.4 Playful Explorations
4.5 An Ecological Approach to Digital Play
4.6 Play-Based Learning
4.6.1 Guided Play
4.6.2 Our Approach to Play-Based Learning in the ELSA Program
4.7 Conclusion
References
5 Early Childhood Educators and STEM Education
5.1 Introduction
5.2 STEM and Early Childhood Educators
5.2.1 Educator Beliefs Regarding STEM
5.2.2 Impact of Educator Beliefs on the Teaching of STEM
5.2.3 Educator Knowledge of STEM
5.3 Professional Development (PD)