Overview
- Discusses aspects of STEM inherent in play in the early years
- Includes international perspectives of the important role of play in child development
- Describes differing policy and cultural practices promoting play
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Table of contents (22 chapters)
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Front Matter
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Play as the Foundation of STEM Experiences During a Child’s Learning Journey
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Front Matter
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Policies and Training for Formal Education Environments
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Front Matter
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Early Years Experiences in Kindergarten and Formal Schools for 5–8-Year-Olds
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Front Matter
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Keywords
- education policies and practices
- early STEM education
- Early Years (EY)
- Early Primary
- Science Education
- Before Formal School
- developing young children’s awareness
- children's ability to learn
- critical thinking
- problem-solving abilities
- learning play scenarios
- young learners
- quality educational activities
- role of play
About this book
This edited book provides an overview of unstructured and structured play scenarios crucial to developing young children’s awareness, interest, and ability to learn Science, Technology, Engineering and Mathematics (STEM) in informal and formal education environments. The key elements for developing future STEM capital, enabling children to use their intuitive critical thinking and problem-solving abilities, and promoting active citizenship and a scientifically literate workforce, begins in the early years as children learn through play, employing trial and error, and often investigating on their own.
Forty-seven STEM experts come together from 16 countries (Argentina, Australia, Belgium, Canada, England, Finland, Germany, Israel, Jamaica, Japan, Malta, Mauritius, Mexico, Russia, Sweden, and the USA) and describe educational policies and experiences related to young learners 3–4 years of age, as well as students attending formal-nursery school, early primary school, and theearly years classes post 5 years of age.The book is intended for parents seeking to provide STEM activities for their children at home and in playgroups, citizen scientists seeking guidance to provide children with quality educational activities, daycare practitioners providing educational structures for young children from birth to formal education, primary school teachers and preservice teachers seeking to teach preschool, kindergarten or children typically aged 5–8 years old in grades 1–3, as well as researchers and policy makers working in science didactics with small children.
Reviews
Editors and Affiliations
About the editors
Sue Dale Tunnicliffe, Ph.D., is a zoology graduate from Westfield College, Uof L, (PGCE IOE 1968). She taught all ages and was Head of Education at the Zoological Society of London. Her Ph.D. is from King’s College, London (1995). She is currently a Reader in Science Education at UCL Institute of Education. She supervises Ph.D., D.Ed. and master’s degree students. She was awarded the NSTA’s Faraday Award for Science Communication (USA) in 2016. She has published widely through papers and articles.
Bibliographic Information
Book Title: Play and STEM Education in the Early Years
Book Subtitle: International Policies and Practices
Editors: Sue Dale Tunnicliffe, Teresa J. Kennedy
DOI: https://doi.org/10.1007/978-3-030-99830-1
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2022
Hardcover ISBN: 978-3-030-99829-5Published: 18 June 2022
Softcover ISBN: 978-3-030-99832-5Published: 19 June 2023
eBook ISBN: 978-3-030-99830-1Published: 16 June 2022
Edition Number: 1
Number of Pages: VII, 495
Number of Illustrations: 9 b/w illustrations, 140 illustrations in colour
Topics: Science Education, Early Childhood Education, International and Comparative Education, Mathematics Education, Educational Policy and Politics