图书简介
This book provides a fresh perspective on recent debates around integrating STEAM (Science, Technology, Engineering, Arts, and Mathematics) education in early childhood.The book offers inspiration and practical advice for educators and researchers. It suggests concrete ways to engage young children in STEAM learning activities and promote their development. With contributions from international experts, the book discusses how to develop age-appropriate STEAM learning activities for young children. Divided into four parts, the book covers a wide range of topics, including the perceptions and practices of STEAM education among early childhood teachers in different countries, the use of new pedagogies and technologies to promote equitable and accessible STEAM education, the role of teacher education and policy in reducing inequality in STEAM education, and how early STEAM education can promote social change and achieve sustainable development goals. The book highlights the importance of STEAM education in providing young children with the necessary skills to create a more sustainable and equitable world. Overall, this book provides an important contribution to help critique and improve how early childhood educators view and practice STEAM education across cultures. It proposes ideas for achieving sustainable development goals through high-quality early STEAM education.The book appeals to early childhood educators and researchers, as it draws on cross-cultural viewpoints to critically examine how teachers understand and implement STEAM education across different cultures along with exploring how cultural values and goals shape early STEAM education.
Foreword
Tony Bertram, Chris Pascal
Chapter 1
From STEM to STEAM: Creating A More Sustainable and Equitable World for Young Children
Weipeng Yang, Sarika Kewalramani, Jyoti Senthil
Part I - The Microsystem: How Early Childhood Teachers Perceive and Practice STEAM - Inequality within and across Countries?
Chapter 2
Understanding the Dynamic Process of Integrating and Navigating STEAM in Australian Early Childhood Education
Andrea Ng, Marc Pruyn, Gillian Kidman, Sarika Kewalramani
Chapter 3
A Chinese Style of STEM Inquiry? The Discourse of Inquiry-Based STEM Education among Chinese Early Childhood Practitioners
Weipeng Yang, Xunyi Lin
Chapter 4
STEAM and Sustainable Development Challenges in Early Childhood Education: Estonian Preschool Teachers’ Views and Practices
Kaisa Haugas, Kätlin Lehmus, Maire Tuul
Chapter 5
Towards the Sustainable Development Goals: STEAM Education Beliefs and Practices in Turkish Preschools
Ahmet Sami Konca, Ayse Duran Yilmaz, Ahmet Simsar
Chapter 6
STEAM Education in Preschools in Hanoi, Vietnam: Teachers’ Beliefs About the Learning Environment and Challenges in Teaching
Thi Thao Vu
Part II - The Mesosystem: Higher-Order Effects from New Pedagogies and Technologies for Promoting Quality and Accessible STEAM Education
Chapter 7
Learning STEAM Content Via Arts-Based Hands-On Activities
Juli-Anna Aerila, Marja-Leena Rönkkö
Chapter 8
“But Then I Am the Robot’s Brain!”: Children’s and Preschool Teachers’ Communication During STEM Teaching Scaffolded by Digital Tools
Marie Fridberg, Andreas Redfors
Chapter 9
Equity and Inclusion Through STEAM Play in E
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