Science, Technology, Engineering and Mathematics (STEM) education is concerned with human endeavours that shape the world around us. The characteristic disciplines and thinking processes associated with STEM, especially when considered together, help children appreciate the ways in which curiosity, inventiveness and adaptability can be applied in everyday life. This chapter draws on current research into education and the applicability of STEM for early childhood education. Digital learning technologies in the context of STEM education are also discussed.
OBJECTIVES
At the end of this chapter you will be able to:
■ explain what STEM education is and recognise the value of incorporating it into early years education
■ identify ways in which STEM elements are incorporated in young children's play
■ appreciate how STEM-related play can enhance young children's understanding of the world
■ identify a range of situations that have potential for STEM learning experiences for young children
■ describe how digital technologies can be used to enhance and document young children's STEM learning experiences.
Definition and importance of STEM education
There are various terms being used in relation to STEM, such as STEM education and STEM curriculum. These different terms can make it confusing to grasp the full meaning of STEM. Literally, STEM is an acronym for science, technology, mathematics and engineering. Practically, the term has been variously interpreted with the science and mathematics components often taking precedence. However, STEM education should actively include technology and engineering. What the ‘T’ for technology pertains to is also contentious. Technology is more than information and communication technology (ICT) or screen technology, a narrow but common focus. While computers, phones and iPads are useful technological tools, there are a myriad of non-digital technologies that are also useful; for example, wheels, gates, backpacks, pencils, lunch boxes and sticky tape (Lindeman & McKendry Anderson, 2015). The ‘technology’ component in STEM also relates to the design process and aligns closely with the recognised engineering process. While engineering, with its roots in problem solving and innovation, is not a formalised part of school curriculum in Australia, including engineering in school and pre-school education is advocated because it incorporates problem solving and is linked to innovation (Bybee, 2010). Engaging children in integrated rather than subject-specific units is said to develop general ‘capabilities that include critical thinking, creativity, communication and self-direction’ (Rosicka, 2016, p. 8).