06885nam 2200565 450 991059008770332120230831112305.0981-19-2810-X(MiAaPQ)EBC7079075(Au-PeEL)EBL7079075(CKB)24762028100041(EXLCZ)992476202810004120230117h20222022 uy 0engurcnu||||||||txtrdacontentcrdamediacrrdacarrierSTEM education in the early years thinking about tomorrow /Kevin Larkin, Thomas LowrieSingapore :Springer,[2022]©20221 online resource (161 pages) illustrationsPrint version: Larkin, Kevin STEM Education in the Early Years Singapore : Springer,c2022 9789811928093 Includes bibliographical references.Intro -- Acknowledgements -- Contents -- About the Authors -- 1 STEM in the Early Years: Laying the Foundations -- 1.1 Introduction -- 1.1.1 What is STEM? -- 1.1.2 The Importance of STEM Education -- 1.1.3 What is Involved in Delivering STEM Education? -- 1.2 Contemporary Issues in STEM Education in the Early Years -- 1.2.1 Gender Stereotypes and STEM Identity -- 1.2.2 STEM Education and Indigenous Perspectives -- 1.2.3 STEM in Disadvantaged Communities -- 1.2.4 What is Needed in STEM Education in Disadvantaged Communities? -- 1.3 Book Structure -- References -- 2 Pedagogical and Social Perspectives to Teaching STEM in the Early Years -- 2.1 Introduction -- 2.2 [S, T, E, or M] or [STEM]? -- 2.3 Vygotsky and Social-Constructivist Approaches to STEM Learning -- 2.3.1 The "Double Move" in Teaching -- 2.4 Five Approaches to Teaching STEM -- 2.4.1 STEM Schools -- 2.4.2 Project-Based Learning (PBL) -- 2.4.3 Inquiry-Based Learning (IBL) -- 2.4.4 Problem-Based Learning -- 2.4.5 An Integrated Approach to STEM Education -- 2.4.6 Advantages and Challenges of Integrated STEM Education -- 2.5 The Early Years Learning Framework (EYLF) -- 2.6 Intentional Teaching -- 2.6.1 Findings Regarding the Impact of Intentional Teaching -- 2.6.2 Practical Applications of Intentional Teaching -- 2.7 Conclusion -- References -- 3 Digital Technologies, Computational Thinking, and Robotics -- 3.1 Introduction -- 3.2 Access to Digital Technologies -- 3.3 The Educational Effects of Digital Technology -- 3.4 Specific Impact of Tablets -- 3.4.1 Access to Tablets and Apps -- 3.4.2 Ease of Use of Tablets -- 3.4.3 Impacts of the Use of Tablets -- 3.5 Information Regarding Quality Apps -- 3.6 Evaluation Tools -- 3.6.1 Methodologies for Evaluating Apps -- 3.6.2 Design Principles for the Creation of Quality Apps -- 3.7 Screen Time and Its Impact on Young Children.3.7.1 New Understandings of Screen Time -- 3.8 Computational Thinking (CT) -- 3.8.1 Importance of Computational Thinking (CT) -- 3.9 Robotics -- 3.9.1 Robotics and Gender -- 3.9.2 Robotics as a Form of Manipulatives -- 3.9.3 Robotics and Learning -- 3.9.4 Sequencing With Robotics -- 3.9.5 Reasoning and Problem Solving With Robotics -- 3.10 Conclusion -- References -- 4 Play, Digital Play, and Play-Based Learning -- 4.1 Introduction -- 4.2 Play -- 4.3 Digital Play -- 4.3.1 The Digital Play Framework (DPF) -- 4.4 Playful Explorations -- 4.5 An Ecological Approach to Digital Play -- 4.6 Play-Based Learning -- 4.6.1 Guided Play -- 4.6.2 Our Approach to Play-Based Learning in the ELSA Program -- 4.7 Conclusion -- References -- 5 Early Childhood Educators and STEM Education -- 5.1 Introduction -- 5.2 STEM and Early Childhood Educators -- 5.2.1 Educator Beliefs Regarding STEM -- 5.2.2 Impact of Educator Beliefs on the Teaching of STEM -- 5.2.3 Educator Knowledge of STEM -- 5.3 Professional Development (PD) -- 5.3.1 Early Childhood Educators and Their STEM Professional Development (PD) Needs -- 5.3.2 Forms of Professional Development (PD) -- 5.3.3 Specific Need for Engineering Professional Development (PD) -- 5.3.4 Teacher Reflections Regarding Professional Development (PD) -- 5.3.5 Principles and Guidelines for Professional Development (PD) in Digital Technologies -- 5.4 Conclusion -- References -- 6 STEM Education Beyond the "School Fence" -- 6.1 Introduction -- 6.2 The Impact of Parents and Families on STEM Learning -- 6.2.1 Influence of Parents in Science -- 6.2.2 Increasing Parental Involvement in Science -- 6.2.3 Influence of Parents in Mathematics -- 6.2.4 Increasing Parental Involvement in Mathematics -- 6.2.5 Influence of Parents in Engineering -- 6.2.6 Influence of Parents in Digital Technologies.6.2.7 The Role of Parents in Supporting the Use of Digital Technology in the Home -- 6.2.8 The Importance of Parent Language in Supporting STEM Learning -- 6.2.9 Our Contribution in Supporting Parents and Families -- 6.3 Alternatives to School-Based STEM Education -- 6.3.1 STEM in Museums and Other Public Places -- 6.3.2 Partnerships in STEM Education -- 6.3.3 STEM Events -- 6.3.4 Benefits of STEM Partnerships and STEM Events -- 6.3.5 Issues with STEM Partnerships and STEM Events -- 6.4 Conclusion -- References -- 7 A Way Forward for STEM in the Early Years -- 7.1 Introduction -- 7.2 Conception of Play Underpinning ELSA -- 7.3 STEM Practices Framework and ERA: Our Proposal for Sustainable STEM Education -- 7.3.1 STEM Practices -- 7.3.2 Why STEM Practices? -- 7.3.3 Understanding the STEM Practices Approach -- 7.3.4 STEM Practices Framework -- 7.3.5 STEM Practices and Spatial Reasoning -- 7.3.6 Teaching STEM Practices -- 7.4 Experience, Represent, Apply (ERA) Heuristic -- 7.4.1 What is ELPSA? -- 7.4.2 ERA as a Design Heuristic for the Creation of Apps -- 7.5 Educator and Child Engagement in the ELSA Program -- 7.6 Conclusion -- References.MathematicsStudy and teaching (Early childhood)TechnologyStudy and teaching (Early childhood)EngineeringStudy and teaching (Early childhood)ScienceStudy and teaching (Early childhood)Educació STEMthubEducació infantilthubLlibres electrònicsthubMathematicsStudy and teaching (Early childhood)TechnologyStudy and teaching (Early childhood)EngineeringStudy and teaching (Early childhood)ScienceStudy and teaching (Early childhood)Educació STEMEducació infantil372.7Larkin Kevin M.1348153Lowrie TomMiAaPQMiAaPQMiAaPQBOOK9910590087703321STEM education in the early years3085219UNINA