scholarly journals STEM EDUCATION FOR SUSTAINABILITY OF EARLY CHILDHOOD IN CHINA

2019 ◽  
Author(s):  
Wenxiao Zhao
Keyword(s):  
Early Childhood ◽  
Stem Education ◽  
Picture Books ◽  
Mobile Apps ◽  
Video Camera ◽  
Mobile App ◽  
Early Years ◽  
Education For Sustainability ◽  
Language Background ◽  
And Mathematics

Changes in curricula, publication policy and information technology, notably in China have led to concentrations in the role of STEM (science, technology, engineering and mathematics) education in early childhood and applauded to proliferations of imported up-to-date reading materials and mobile apps in English. This paper proposes a longitude study of a Chinese toddler learning STEM by reading picture books and playing with tablet and suggests new horizons in parenting and in STEM education during children's early years. The present study carried out from 2016, when the participant reached one year old, eligible to learn to speak and to concentrate on the picture books read by parents who had filled a language background questionnaire with information on themselves and the participant. Tablet playing brought about for the two-year-old toddler and collections of STEM books in English was added for the second year. Data collection lasted for two years with an iLab video camera, capturing utterances and motions for five minutes per week transcribed by VoiceScript software. Tests were given quarterly at private home by tapping in mobile app "Bilingual Child Learning" which consists of 20 basic STEM themes before scores were collected. Findings indicate that (1) it is accessible for children of very early years to be engaged in English STEM resources, (2) kids' limited English dominance does not impede learning STEM, (3) and to think in English in early STEM contributes to children's English.

scholarly journals STEM in English for Early Childhood Ecological Awareness in China

2019 ◽  
Author(s):  
Wenxiao Zhao
Keyword(s):  
Early Childhood ◽  
Picture Books ◽  
Mobile Apps ◽  
Video Camera ◽  
Mobile App ◽  
Early Years ◽  
Language Background ◽  
Ecological Awareness ◽  
And Mathematics ◽  
One Year

Changes in curricula, publication policy and information technology, notably in China have led to concentrations in the role of STEM (science, technology, engineering and mathematics) education in early childhood and applauded to proliferations of imported up-to-date reading materials and mobile apps in English. This paper proposes a longitude study of a Chinese toddler learning STEM by reading picture books and playing with tablet and suggests new horizons in parenting and in STEM education during children's early years. The present study carried out from 2016, when the participant reached one year old, eligible to learn to speak and to concentrate on the picture books read by parents who had filled a language background questionnaire with information on themselves and the participant. Tablet playing brought about for the two-year-old toddler and collections of STEM books in English was added for the second year. Data collection lasted for two years with an iLab video camera, capturing utterances and motions for five minutes per week transcribed by VoiceScript software. Tests were given quarterly at private home by tapping in mobile app "Bilingual Child Learning" which consists of 20 basic STEM themes before scores were collected. Findings indicate that (1) it is accessible for children of very early years to be engaged in English STEM resources, (2) kids' limited English dominance does not impede learning STEM, (3) and to think in English in early STEM contributes to children's English.

scholarly journals STEM starts early: Views and beliefs of early childhood education stakeholders in Tanzania

2020 ◽  
Vol 1 (1) ◽  
pp. 29-42
Author(s):  
Laurent Gabriel Ndijuye ◽  
Pambas Basilius Tandika
Keyword(s):  
Early Childhood ◽  
Public Schools ◽  
Early Childhood Education ◽  
Stem Education ◽  
Early Years ◽  
Middle Income ◽  
Childhood Education ◽  
Knowledge Based ◽  
Rural And Urban ◽  
And Mathematics

For about a decade, Tanzania has intensely focused on developing literacy and numeracy skills in pre-primary and early grades programs. Recently, the attention has shifted towards the significance of teaching Science, Mathematics, Technology and Science (STEM) in the early years. To enhance the 21st century skills necessary for building a middle income and knowledge-based economies, the existing empirical evidence emphasizes the need for STEM education starting from pre-primary level.  This paper aims to unpack the state of the STEM education in pre-primary education in Tanzania. By using homogenous purposive sampling, two policy-makers, three ECE academics, eight school principals, and eight pre-primary teachers from rural and urban public schools were recruited. Data were collected by interviews, semi-structured survey questionnaires, and documentary analyses. Though there was consensus among ECE stakeholders that children should be exposed to STEM environments as early as possible, findings indicated that even among ECE practitioners, there is a very vague understanding of what entails of STEM education in ECE. Further, while teachers were aware and guided to facilitate science and mathematics education, they were not aware and there were no specific policy briefs/circular instructions on how to facilitate Technology and Engineering education in ECE. The paper concludes with suggestions on how to integrate STEM in early childhood education, especially for Tanzania.

scholarly journals EARLY SCIENCE EDUCATION AND ITS RELEVANCE

2012 ◽  
Vol 45 (1) ◽  
pp. 4-9
Author(s):  
Claudia Valentina Assumpção Gallian
Keyword(s):  
Early Childhood ◽  
Science Education ◽  
Early Childhood Education ◽  
Early Years ◽  
Scientific Concepts ◽  
Childhood Education ◽  
The Social ◽  
The World ◽  
Early Science Education ◽  
And Mathematics

This text begins with a concern related to teacher education which will focus on early childhood education, specifically in regards into the sciences and knowledge relating to the axes undertaken to frame the curriculum of the first stage of basic schooling as nature, culture and society. Science for young children should be considered as the foundation of all later development and is clear that it is not understood as it should be. But now, it is being more discussed taking account that these children have their development in a holistic perspective (Johnston, 2009; Johnston & Tunnicliffe, 2008). It should be noticed that the approach of knowledge related to science in Early Childhood Education, discussed in this text, does not take place in an isolated way, should be developed on a proposal mainly integrating the different fields of knowledge, to explore, in the articulation of knowledge, the wealth of exploitation and appropriating the world by the children. According to Johnston (2011) science teaching should be encouraged in the early years, aiming at reaching a holistic sense, that is, seeking not only understanding the scientific concepts but also developing attitudes and abilities related to them. Thus, the understanding of scientific concepts is closely related to both the development of knowledge in other areas such as geography, history and mathematics and to the social skills, such as collaboration, cooperation, etc and attitudes such as enthusiasm, initiative, curiosity etc.

scholarly journals STEAM education: An opportunity to transcend gender and disciplinary norms in early childhood?

2021 ◽  
pp. 146394912110514
Author(s):  
Sofie Areljung ◽  
Anna Günther-Hanssen
Keyword(s):  
Early Childhood ◽  
Mathematics Education ◽  
Educational System ◽  
Early Years ◽  
Childhood Education ◽  
Science Technology ◽  
The Arts ◽  
Steam Education ◽  
The World ◽  
And Mathematics

STEAM (science, technology, engineering, arts and mathematics) education is currently gaining ground in many parts of the world, particularly in higher stages of the educational system. Foreseeing a development of STEAM policy and research also in the early years, this colloquium seeks to bring questions of gendering processes to the table. The authors aspire to prevent the development of a gender-blind STEAM discourse for early childhood education. Instead, they encourage practitioners and researchers to make use of STEAM education to recognise and transcend gendered norms connected to children’s being and learning in the arts, STEM and STEAM.

scholarly journals A Critical Analysis of Education for Sustainability in Early Childhood Curriculum Documents in China and Norway

2019 ◽  
Vol 2 (4) ◽  
pp. 441-457 ◽  
Author(s):  
Minyi Li ◽  
Yulin Zhang ◽  
Lehan Yuan ◽  
Åsta Birkeland
Keyword(s):  
Early Childhood ◽  
Document Analysis ◽  
Analytical Framework ◽  
Early Years ◽  
Cultural Dimensions ◽  
Three Dimensions ◽  
Education For Sustainability ◽  
Early Childhood Curriculum ◽  
Cultural Economic ◽  
Cultural Aspects

Purpose: This article examines how early childhood curriculum documents in two culturally different contexts are associated with current concepts of sustainability and principles of early childhood education for sustainability (ECEfS) in China and Norway. Design/Approach/Methods: Applying critical document analysis, the study explores a number of landmark curriculum documents from China and Norway, comparing the ways in which ECEfS is conceptualized, including the concept of sustainability, children as agents of change for sustainability, and sustainability in young children’s everyday lives. Findings: Corresponding to the analytical framework, China and Norway attach different importance to the three dimensions of sustainability—social-cultural, economic, and environmental. For example, Norway has a more autonomous view of children’s agency, while China gives more emphasis to teachers’ support. The two countries also have different perspectives on how to work with families and communities based on significantly different traditions and institutions. The comparative document analysis argues that predominant cultural dimensions in each context, such as collectivist and individualistic factors, may shape the understandings of sustainability in each country’s early years’ curriculum documents. Originality/Values: By broadening the focus on the social-cultural aspects of sustainability, this study extends the development of a culturally inclusive understanding of the concept of sustainability and contextualized/localized approaches to ECEfS across the globe.

scholarly journals Teachers’ Perspectives on Achieving an Integrated Curricular Model of Primary STEM Education in Ireland: Authentic or Utopian Ideology?

2021 ◽  
Vol 6 ◽  
Author(s):  
Thomas Delahunty ◽  
Mark Prendergast ◽  
Máire Ní Ríordáin
Keyword(s):  
Stem Education ◽  
Early Years ◽  
Structured Interviews ◽  
Integrated Stem ◽  
Irish Context ◽  
Postgraduate Studies ◽  
And Mathematics ◽  
Curricular Model ◽  
The Individual ◽  
Teachers Perspectives

Integrative science, technology, engineering and mathematics (STEM) education is heralded as a promising model for effective learning of 21st century STEM literacies and has been suggested as an approach that increases student motivation and engagement. In recent years Ireland has introduced policy with a renewed emphasis on integrated STEM education across all levels of schooling and paying particular attention to the early years and primary settings. The available international literature cites many concerns with potential barriers and failures to achieve authentic integration of the various STEM disciplines in educational contexts. An important determinant of the success of integrated STEM curricula are the backgrounds and attitudes of the individual teachers, as well as supports/experiences in designing and implementing an integrated curricular approach. In the Irish context, this is often in conflict with prescribed overloaded curricula and a subject focussed education system. Therefore, research is required into primary school teachers’ perspectives on achieving a truly integrated model of STEM education, particularly in the Irish context. This study employed a qualitative approach using semi-structured interviews with a sample of practicing teachers (N = 6) to gather perspectives on the potential and challenge of integrating STEM in their respective experiences. These teachers were enrolled in a practice orientated module on STEM education as part of their postgraduate studies. The data gathered was analysed to ascertain these teachers’ perspectives on the supports needed to overcome the challenges of integrating STEM subjects within their professional settings. Essentially, the findings of this study will discuss whether such an integrated STEM model is an authentic or utopian ideology.

scholarly journals STEM Practice in the Early Years

2020 ◽  
Author(s):  
Anggi Cecilia Safaningrum
Keyword(s):  
Mixed Methods ◽  
Everyday Life ◽  
Stem Education ◽  
Early Years ◽  
Stem Learning ◽  
Mixed Methods Approach ◽  
Research Results ◽  
Pilot Survey ◽  
Integrated Stem ◽  
And Mathematics

In 2015 and 2017, we observed four pre-school centres, researching science, maths and technology pedagogy and how opportunities presented themselves for learning in outdoor settings. The purpose of this paper is to interrogate STEM practises in the early years, practices that are informed by play-based education pedagogies, to understand approaches to STEM education. The research adopted a mixed methods approach which, in addition to our observations, included a pilot survey and educator interviews. These data are brought together to examine practices of STEM education in pre-schools. We were able to view pre-school centres as places that provide varied, rich experiences for children to develop understandings of STEM. Importantly, we observed that children’s STEM experiences enhance their self-belief in their ability to learn STEM, and these early years’ opportunities trigger STEM appreciation and its value to everyday life. We were able to conclude from the research results that integrated STEM, particularly science and mathematics, arise through children’s play and themes arising from their interests. The findings importantly highlight how different practices and pedagogies are used to support STEM learning.

scholarly journals Lines in the snow; minor paths in the search for early childhood education for planetary wellbeing

2020 ◽  
pp. 204361062098359
Author(s):  
Anne Myrstad ◽  
Abigail Hackett ◽  
Pernille Bartnæs
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Years ◽  
Kindergarten Children ◽  
Education For Sustainability ◽  
Childhood Education ◽  
Left Behind ◽  
Global Environmental ◽  
Starting Point ◽  
The Moment

This paper explores what place means for early childhood education at a time of global environmental precarity. We draw on fieldwork in Arctic Norway, where kindergarten children spend time with snow for more than half of the year. Children’s movement attunes to the nuances and diversity of the snow, as seasons, temperature, light, wind and weather change the consistency of snow and the possibilities for what can occur. The paper presents data of children walking in deep snow during an ice-fishing trip, a practice known as ‘grynne’, asking what we can learn both about the moment-by-moment attunement between child, snow and place necessary to grynne, and the paths of movement left behind in the snow afterwards. We draw on Manning’s work in order to trace the major and minor gestures running through grynne, as an analytic starting point for educators considering the role early years pedagogy might play in planetary sustainability.Thinking beyond the notion of humans as masterfully in control of environment, Ingold’s notion of correspondence offers a counter, advocating for a ‘lifetime of intimate gestural and sensory engagement’ as a way of learning to attune more deeply to place and take seriously the way in which place and humans mutually shape each other. In a place where seasonal temporality matters, in extreme ways that change how children’s bodies can move, we consider what children’s entanglement with snow can teach us, educators as well as researchers, about education for sustainability.

India Goes Digital..Smartphone is the New Shopping Destination

2018 ◽  
Vol 6 (8) ◽  
pp. 289
Author(s):  
Shankar Chaudhary
Keyword(s):  
Online Shopping ◽  
Mobile Apps ◽  
Smart Phone ◽  
Mobile Commerce ◽  
Mobile App ◽  
Smart Phones ◽  
The Internet ◽  
The World ◽  
Shopping Experience ◽  
User Friendly

Despite being in nascent stage m-commerce is gaining momentum in India. The explosive growth of smart-phone users has made India much loved business destination for whole world. Indian internet user is becoming the second largest in the world next to China surpassing US, which throws open plenty of e-commerce opportunities, not only for Indian players, offshore players as well. Mobile commerce is likely to overtake e-commerce in the next few years, spurred by the continued uptrend in online shopping and increasing use of mobile apps.The optimism comes from the fact that people accessing the Internet through their mobiles had jumped 33 per cent in 2014 to 173 million and is expected to grow 21 per cent year-on-year till 2019 to touch 457 million. e-Commerce brands are eyeing on the mobile app segment by developing user-friendly and secure mobile apps offering a risk-free and easy shopping experience to its users. Budget 4G smart phones coupled with affordable plans, can very well drive 4G growth in India.

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