Bioliogy Assignment: Integrated STEM in Play-Based Learning Area

Running Head: BIOLIOGY 1
Integrated STEM in play-based learning area
Name of student
Name of University

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Introduction
The discussion in the essay focuses on how to design and create a learning area that
supports learning and guides children aged 3-6 years in the play-based area. The aim is to
integrate STEM in a play-based learning area and enhance learning across science, math,
technology, and the environment.
Belonging, Being & Becoming is fundamental to the Early Years Learning Framework
for children. As the earliest learning among the children takes place through the relationships
within families, community, and culture, it is essential for the educators to actively promote the
skills and knowledge in early childhood settings along with the collaboration of the children and
families (EYLF, 2019). STEM (Science, Technology, Engineering, and Math) activities and
experiences among young children show that they are ready and willing to engage in those
activities (Moomaw & Davis, 2010). Preschool children can develop important scientific and
mathematical relationships as they explore different materials. Therefore, an integrated
curriculum based on STEM and planned activities can encourage children to develop learning
connections among the disciplines.
Science Activity - Grow beans and learn parts of the plant and the right condition’s for
growth.
The key practices that can encourage the science-teaching in pre schoolchildren are to
create the right environment for science inquiry and facilitate direct experiences that promote the
use of scientific inquiry and motivate in-depth investigations (Hoisington, Chalifoux, Winokur,
& Clark-Chiarelli, 2014).
During this activity, preschool children would be shown some beans, one in a dry dish,
next with some water, and third with potting soil. The dishes would be kept in a shelf on the
window, and the class would be engaged in observation and description of the beans. The teacher

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can use flashcards or blackboard to demonstrate how the beans grow into a plant. During this
activity, children learn to identify bean seeds, the sprouting roots, and leaves.
They are encouraged to ask questions and make companions. They are asked to note
down the conditions for the optimum growth of the seeds like sun, water, and so on. Such
experiments can encourage Science Practices, Concepts and Discourse by encourage children to
observe and ask questions, analyze data and develop science vocabulary (Presser, Kamdar,
Vidiksis, Goldstein, Dominguez, & Orr, 2017).
Math Activity - Sort and classify shapes and patterns
Young children carry a basic and casual knowledge of math, and when they're provided
the right chances to learn, they can develop an amazingly advanced knowledge of math and can
even offer solutions to math problems (Clements, & Sarama, 2016). By the time they are two
years old, many children know how to count and are familiar with many number-words.
Children can explore mathematical ideas in daily activities and learn different shapes and
patterns. They can be given puzzles with different shapes and asked to complete the puzzles.

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They can be given different shaped blocks like square, rectangle, circle, and triangle and
compare to sort them out according to shapes. They can be asked to make a rectangle from
squares or use two rectangles to make a square and so on. According to Clements & Sarama
(2016), teachers who encourage exploration-based learning to develop sophisticated levels of
mathematical intellectuality.
In order to support effective Math teaching and learning for young children, educators
need to develop mathematics-rich classrooms that allow the children to explore, manipulate, and
come to conclusions. Effective teaching practices in real-life settings can develop mathematical
proficiency in young, growing minds (NAEYC, 2002). When teachers use research-based
learning in the curriculum, the children demonstrate higher levels of mathematical reasoning.
Thus, preschoolers can be encouraged to explore patterns, shapes, and spatial relations very early
on with the right teaching streetwise and classroom activities.
Technology Activity – Use computers to develop fine motor skills and build common
technology vocabulary
Young children in the 21st century are already aware of technology and well familiar
with mobile phones, iPads, and computers. Teachers can integrate those technologies to
encourage children to demonstrate their creativity and learning skills.
Teachers can use computers or other technical devices at least once or twice a week to
enhance the learning environment and build stronger relationships with children. Children can be
encouraged to use their fingers to move a cursor with the help of the mouse to a certain point on
the screen. They can play games together and enjoy interactive sessions within small groups.
The teacher can make them aware of common technical terms like the Internet, computer,
mouse, keyboard, power keys, space bar, enter, and delete. They can learn the difference

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between the mouse buttons on the left and right. They can learn to type their name on a
QWERTY keyboard and understand how to open or close windows.
Environmental Activity - Recycling and Saving energy
The children should be made aware of nature and the environment from a very young age
and learn the significance of respecting nature. They should feel responsible for their society and
the environment as an individual.
Children can be given the task of separating waste in the classroom and assess as to
which of the waste can be recycled or reused. They can follow the same procedures at home with
the help of their family. They can be given a bin labeled Compost, and all children can put in the
waste material like eggs shells, leftover bread, fruit peels, and dead flowers. After some weeks,
when the waste turns into compost, they can use it to plant some seeds in the garden. The teacher
can teach the importance of saving energy and follow certain rules at school and home, such as
turning off the lights, switch off the video game consoles or computer when not in use and
turning the tap off while brushing teeth or when rubbing soap on their hands.
When teachers built supportive and stimulating learning environments for the children
and their families, they motivated children’s learning and engagement with the world. Children
expanded their ability by observing and exploring the rich learning environment. The curriculum
and classroom materials were adapted to each child’s learning needs, and family members were
motivated to participate, the children’s development was progressive from every aspect (Tucker-
Drob, 2012).
Observe, record and reflect
Children show a natural interest in learning science, mathematics, technology, and the
environment. During the preschool years, the children are curious about the world and express

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themselves with initiative and creativity using a variety of mediums like paints, blocks, crayons,
singing, dancing, and other creative movements. They use their senses to observe and are curious
about the phenomena and use words and gestures to express themselves. Teachers can assess
their knowledge by asking questions and encourage them into discussions.
It is essential to develop a well-planned curriculum that encompasses the STEM-based
activities routines and events that foster children’s learning and development. As children are
very receptive to a different experience, the curriculum can impact their development and
understanding of the world. The incorporation of science, technology, mathematics, and
environment within the curriculum and children’s activities hell the children increase their
vocabulary, learn how to create scientific relationships, and collaborate with one another.

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References
Clements, D. H., & Sarama, J. (2016). Math, science, and technology in the early grades. The
Future of Children, 26(2), 75-94.
EYLF. (2019). Belonging, Being & Becoming, The Early Years Learning Framework for
Australia, 11(11), 1–50.
Hoisington, C., Chalufour, I., Winokur, J., & Clark-Chiarelli, N. (2014). Promoting children's
science inquiry and learning through water investigations. YC Young Children, 69(4), 72.
Moomaw, S., & Davis, J. A. (2010). STEM comes to preschool. YC Young Children, 65(5), 12-
18.
NAEYC (2002). Early Childhood Mathematics: Promoting Good Beginnings. National
Association for the Education of Young Children, 1(1), 1–21.
Presser, A. L., Kamdar, D., Vidiksis, R., Goldstein, M., Dominguez, X., & Orr, J. (2017).
Growing Plants And Minds: Using digital tools to support preschool science learning.
Science and Children, 55(2), 41-47.
Tucker-Drob, E. M. (2012). Preschools reduce early academic-achievement gaps: A longitudinal
twin approach. Psychological Science, 23(3), 310-319.