Literaturnachweis - Detailanzeige
Autor/inn/en | Abanoz, Tugba; Yabas, Defne |
---|---|
Titel | My World of Machines: An Integrated STEM Education Curriculum for Early Childhood Teachers |
Quelle | In: European Early Childhood Education Research Journal, 31 (2023) 3, S.470-487 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Abanoz, Tugba) ORCID (Yabas, Defne) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1350-293X |
DOI | 10.1080/1350293X.2022.2127822 |
Schlagwörter | STEM Education; Early Childhood Teachers; Early Childhood Education; Integrated Curriculum; Cognitive Processes; Student Improvement; Outcomes of Education; Teacher Collaboration; Teacher Attitudes; Curriculum Implementation; Preschool Children; Foreign Countries; Turkey STEM; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Education; Cognitive process; Kognitiver Prozess; Lernleistung; Schulerfolg; Lehrerkooperation; Lehrerverhalten; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Türkei |
Abstract | Early childhood years were believed to be a precious time to implement Science, Technology, Engineering, and Mathematics (STEM) education activities. Children can practice STEM-related skills and form their initial ideas about STEM professions. In this research, we aim to present an integrated STEM education curriculum for early childhood teachers, based on an engineering theme. We collected qualitative data through teachers' self-evaluation forms and reflective journals. Seven teachers implemented the curriculum with the participation of 105 children. Teachers mostly expected improvement in cognitive process outcomes before the implementation. Children's first reactions to the curriculum were curiosity and excitement. Cognitive process and social product outcomes were detailed and varied during and after the implementation of the curriculum. Teachers collaborated with their colleagues to plan and overcome the difficulties they encountered. The presented curriculum was found to be appropriate for implementation in early childhood settings. Further research was suggested to focus on the impact of the curriculum on children's skills. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |