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Ideas About STEM Among Australian Early Childhood Professionals: How Important is STEM in Early Childhood Education?

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Abstract

Early childhood professionals have an important role in supporting young children’s interest and engagement in STEM education. This study explores conceptualisations of STEM and beliefs about its importance in early childhood held by early childhood professionals. The Early Childhood STEM Habits of Mind Framework, described in this paper, was used as the key analytical lens for the analyses of data from 117 early childhood professionals who completed a written survey before engagement in a STEM professional learning workshop. Results show that conceptualisations of STEM education held by the early childhood professionals related to its constituent disciplines; play-based and/or hands-on learning experiences; and the development of habits of mind. STEM was perceived to be important in early childhood, albeit ranking behind children’s social–emotional development. This study highlights the potential utility of the Early Childhood STEM Habits of Mind Framework in supporting: (a) planning for integrated STEM learning experiences and (b) more holistic understandings and a shared language, among early childhood educators, parents and children, concerning STEM education.

Résumé

Les professionnels de la petite enfance ont un rôle important à jouer pour soutenir l’intérêt et l’engagement des jeunes enfants vis-à-vis de l’éducation aux STIM (Sciences, Technologie, Ingénierie et Mathématiques). Cette étude explore les conceptualisations des STIM et les croyances sur leur importance en petite enfance chez les professionnels de la petite enfance. Le Cadre des habitudes intellectuelles relatives aux STIM en petite enfance, décrit dans cet article, a servi de perspective analytique clé pour les analyses des données d’un sondage effectué par écrit auprès de 117 professionnels de la petite enfance avant leur participation à un atelier de perfectionnement professionnel sur les STIM. Les résultats montrent que les conceptualisations de l’éducation aux STIM des professionnels de la petite enfance sont liées aux disciplines qui la composent, aux expériences d’apprentissage par le jeu et/ou à la pratique, ainsi qu’au développement des habitudes intellectuelles. Les STIM sont perçues comme importantes en petite enfance, bien qu’elles soient classées après le développement socio émotionnel des enfants. Cette étude souligne l’utilité potentielle du Cadre des habitudes intellectuelles relatives aux STIM en petite enfance pour appuyer : a) la planification d’expériences intégrées d’apprentissage des STIM, et b) une compréhension plus holistique ainsi qu’un langage commun aux éducateurs de la petite enfance, aux parents et aux enfants, concernant l’éducation aux STIM.

Resumen

Los profesionales de educación preescolar juegan un papel importante en el apoyo de los intereses de los niños pequeños y su entusiasmo en la educación STEM [abreviatura en inglés por Ciencia, Tecnología, Ingeniería y Matemáticas). Esta investigación explora los conceptos de STEM y las opiniones de los profesionales de educación preescolar acerca de su importancia en la educación temprana. El Esquema de Hábitos Mentales STEM en la Etapa Preescolar, descrito en esta investigación, se utilizó como lente analítico clave para el análisis de datos de 117 profesionales de educación preescolar que completaron una encuesta por escrito antes de participar en un taller profesional de aprendizaje STEM. Los resultados muestran que las conceptualizaciones de la educación STEM de los profesionales de la educación infantil se relacionan con sus respectivas disciplinas; experiencias de aprendizaje basadas en el juego y/o manualidades; y el desarrollo de hábitos mentales. STEM es considerado importante en la educación temprana, aunque figura por debajo del desarrollo socio-emocional de los niños. Esta investigación resalta el potencial del Esquema de Hábitos Mentales STEM en la Etapa Preescolar para apoyar: a) la planeación de experiencias integradas de aprendizaje STEM; y b) comprensión más holística y lenguaje común entre los educadores de preescolar, padres y niños, en lo que respecta a la educación STEM.

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Authors and Affiliations

  1. STEM Education Research Centre, University of Canberra, Bruce, ACT, 2617, Australia

    Kym Simoncini

  2. James Cook University, Cairns, QLD, Australia

    Michelle Lasen

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  1. Kym Simoncini
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  2. Michelle Lasen
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Correspondence to Kym Simoncini.

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Simoncini, K., Lasen, M. Ideas About STEM Among Australian Early Childhood Professionals: How Important is STEM in Early Childhood Education?. IJEC 50, 353–369 (2018). https://doi.org/10.1007/s13158-018-0229-5

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  • DOI: https://doi.org/10.1007/s13158-018-0229-5

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