STEM begins in infancy: conceptual PlayWorlds to support new practices for professionals and families

Marilyn Fleer; Glykeria Fragkiadaki; Prabhat Rai

STEM begins in infancy: conceptual PlayWorlds to support new practices for professionals and families

Marilyn Fleer, Glykeria Fragkiadaki, Prabhat Rai

Research output: Contribution to journal › Review Article › Other

Abstract

Many societies are increasingly worried about a lack of interest and expertise in Science, Technology, Engineering and Mathematics (STEM). Families and educators are wanting guidance on how to engage their pre-school children in STEM. Yet little research is available about this age group. This review examines the evidence and the practices for supporting STEM thinking, learning and development in young children. It illustrates through examples how young children can be engaged in STEM, and concludes with an evidence-based model suitable for educators and families to create a collective sense of being a STEM thinker in everyday life.

Original language	English
Pages (from-to)	29-33
Number of pages	5
Journal	International Journal of Birth and Parent Education
Volume	7
Issue number	4
Publication status	Published - Jul 2020

Science and engineering concept formation in homes and playbased settings
Fleer, M. (Primary Chief Investigator (PCI))
Australian Research Council (ARC)
19/03/19 → 19/03/24
Project: Research

Cite this

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title = "STEM begins in infancy: conceptual PlayWorlds to support new practices for professionals and families",

abstract = "Many societies are increasingly worried about a lack of interest and expertise in Science, Technology, Engineering and Mathematics (STEM). Families and educators are wanting guidance on how to engage their pre-school children in STEM. Yet little research is available about this age group. This review examines the evidence and the practices for supporting STEM thinking, learning and development in young children. It illustrates through examples how young children can be engaged in STEM, and concludes with an evidence-based model suitable for educators and families to create a collective sense of being a STEM thinker in everyday life.",

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AU - Rai, Prabhat

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AB - Many societies are increasingly worried about a lack of interest and expertise in Science, Technology, Engineering and Mathematics (STEM). Families and educators are wanting guidance on how to engage their pre-school children in STEM. Yet little research is available about this age group. This review examines the evidence and the practices for supporting STEM thinking, learning and development in young children. It illustrates through examples how young children can be engaged in STEM, and concludes with an evidence-based model suitable for educators and families to create a collective sense of being a STEM thinker in everyday life.

M3 - Review Article

SN - 2054-0779

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JO - International Journal of Birth and Parent Education

JF - International Journal of Birth and Parent Education

IS - 4

ER -

STEM begins in infancy: conceptual PlayWorlds to support new practices for professionals and families

Abstract

Projects

Science and engineering concept formation in homes and playbased settings

Cite this