STEM in Early Childhood Education
Module Description
This module introduces course participants to the integration of STEM (Science, Technology, Engineering, and Math) education in Early Childhood Education (ECE) settings. It emphasizes the significance of STEM for developing young children’s problem-solving and critical thinking skills through real-world learning situations.
Key Learning Outcomes:
- Understanding STEM in ECE: Participants will explore the role and potential of STEM in enhancing developmentally appropriate activities and enriching authentic learning experiences.
- Teaching Approaches: The module covers various ways young children encounter STEM concepts, including naturalistic, informal, and teacher-led approaches. These methods help capitalize on children’s innate curiosity and initiative.
- Interdisciplinary Integration: It advocates for an integrated approach to teaching STEM subjects, often expanded to STEAM (including Arts) to foster creativity alongside analytical skills.
- Practical Application: Participants will learn about key proponents, current research in ECE STEM education, and effective strategies for engaging young learners in STEM-related activities that build foundational skills for future educational and economic success.
Participants will finish the module prepared to apply STEM concepts effectively in ECE settings, leveraging young children’s natural tendencies towards inquiry and exploration to enhance their educational outcomes.
Entry Requirements
Candidates who apply for this course will possess:
- A full qualification at MQF level 4 in Early Childhood Education and SEC/Ordinary Level passes in Mathematics, English and Maltese.
OR
- 2 Advanced Level passes and 2 Intermediate Level passes including 2 subjects from Mathematics, English, Maltese.
A pass at SEC/Ordinary Level in the subject that is not presented at advanced/intermediate level from the 3 specified above. - In the case of students who do not possess all the formal required academic qualifications, then the RPL process could be applied such that if evidence of equivalent learning, related to the area of study of this programme, is found then the applicant could still be accepted in the course. Such RPL process will subject applicants to an interview held with a board of experts within the field, chosen specifically by IDEA Academy, so as to verify their experiences and prior learning.
IDEA Academy’s RPL policy can be accessed through this link
Furthermore, it will be advised to students at entry point that before going on placements, they will need to be in possession of:
- The POMA (Protection of Minors Application) certificate.
- A first-aid certificate prior to commening placement practice.
- A valid police conduct certificate.
Target Audience
This programme has the following target groups:
- Individuals who are approaching the field of Early Childhood Education.
- Individuals who have been working in the field as a means of capacity building.
- Individuals looking to advance to Kindergarten Educator III role.
Module / Unit Instructions
The proposed structure comprises a blended approach promoting the building of a community of practice via peer-to-peer learning. The structure uses primarily two dimensions of teaching-learning modes:
- Face to Face sessions
Face-to-face sessions include lectures, tutorials, discussions, presentations and workshop activities promoting peer-to-peer learning.
- Online Learning Activities
Online learning activities incorporate tutorials and asynchronous discussions. These may consist of active interaction, participation and contributions in fora discussions, sharing resources and self-reflection exercises. Learners also contribute to the building of the community of practice by providing feedback to their peers as critical friends, enhancing the learner’s critical engagement throughout the study period.
How you’ll be assessed
The course comprises:
- Evening classes for part-time courses.
- Classes held throughout the day for full-time courses.
- Guided learning, presentations, comprising synchronous online discussions, tutorials and/or videos.
- Self-study hours comprising research, reading and assignment work.
Assessment
Assessment is carried out via two mandatory components:
- Assessment 1
- Assessment 2
The programme includes different forms of assessment which allow for and promote students’ critical engagement. The assessment tasks may include an in-class assignment and/or a home-based written assignment using diverse assessment tools which may take the form of online and in-class discussions, examinations, case studies, reports, proposals, essays, and presentations, etc., as applicable to the diverse modules.
Module Intake Dates
October 2024
Learning Outcomes
Competences:
At the end of the module/unit the learner will have acquired the responsibility and autonomy to:
- Enable an understanding of the main elements of STEM education.
- Assess the role of young children within STEM education.
- Extend the learning outcomes of the LOF to incorporate an inquiry-based STEM approach.
- Conduct a review of the current STEM practices which are happening in ECE settings in Malta.
- Conduct and record observations before designing learning moments related to STEM.
- Reflect on how STEM education allows for varied opportunities to document, design, and promote learning.
- Carry out tasks, literature searches and desk research about STEM education and its origins.
- Design a learning environment which is conducive to STEM education.
- Design meaningful hands-on experiences which induce STEM learning.
Knowledge:
At the end of the module/unit, the learner will be able to:
- Consolidate knowledge about STEM education by learning about pedagogical tools which may be used to promote this.
- Learn about ways in how the Emergent Curriculum can be introduced within the ECE setting employing STEM education.
- Demonstrate an understanding of how STEM education allows for meaningful learning moments within ECE.
- Learn about ways in how various stakeholders (e.g. ECE practitioners, parents, etc) can be informed about STEM education and its benefits.
- Be able to explain how to include the lived experiences and interests of young children within STEM education.
- Learn about ways in how STEM education can contribute towards the holistic development of young children.
- Learn about key documentation, both on the EU and local level, about STEM education for young children.
- Consolidate knowledge about the benefits and challenges of STEM education incorporated within ECE.
- Recognise how young children’s lived experiences, including those at home, present opportunities for the development of STEM education.
- Explain key concepts within STEM education which are relevant to ECE.
- Consolidate a STEM-approach in the EY setting by designing hands-on tasks which promote concrete and pictorial pedagogies.
Skills:
At the end of the module/unit the learner will have acquired the following skills:
- Design learning spaces which are conducive to STEM education.
- Strengthen the practice of using various pedagogical tools, such as observations and reflections, during STEM-induced projects.
- Reflect on how flexible the role of the practitioner needs to be when planning and preparing activities related to STEM education.
- Design activities which promote critical thinking.
- Design or choose specific resources which can be used during STEM-induced projects.
- Document the development of young children when acquiring ideas which can be used for STEM education.
- Build STEM education projects by observing the young children’s interests through play-based learning.
- Plan for an array of activities (adult-initiated, adult-led, child-initiated, child-led) which promote attention to STEM education.
- Design activities to enhance young children’s STEM skills.
- Make use of visual and auditory resources to develop young children’s knowledge with regards to numbers and letters through technology.
- Make use of basic experiments to impart scientific knowledge onto young children.
- Use interactive games to introduce young children to basic engineering concepts.
Module-Specific Learner Skills:
At the end of the module/unit the learner will be able to:
- Find ways how to help young learners engage in STEM education.
- Foster a positive attitude towards experimenting with STEM education through inquiry-based and problem-based learning.
- Discuss various myths related to STEM education and present various arguments to counter-discuss such myths.
- Develop terminology which is usually used in STEM education.
- Select and review digital tools which are commonly used in STEM education.
- Consolidate an understanding of how STEM education promotes holistic education within an Early Years setting.
- Explore how STEM education prepares young children for lifelong learning.
- Make use of play and adequate resources to introduce children to basic mathematical concepts such as volume, capacity, height, and weight.
- Practice counting with the children through the use of resources such as coins.
- Enhance children’s sorting and classifying skills through the use of size, colour, and forms.
- Make use of resources such as food/fruit to introduce children to the concepts of adding and subtracting.
Module-Specific Digital Skills and Competences:
At the end of the module/unit, the learner will be able to:
- Carry out academic research on websites (e.g. Google Scholar) or journals (e.g. EBSCO, Taylor & Francis, SAGE, etc).
- Navigate the internet for policy documents and other documents related to STEM education in ECE.
- Navigate through the online learning platform to download and upload assignments, discussion boards, literature, tutorials etc.
- Use basic Microsoft office (or equivalent) applications to write and submit assignments.
- Use different digital tools to promote STEM education in ECE.