Report: STEM Learning Ecologies Through Ordinary Moments Analysis

This report investigates STEM learning ecologies by exploring pedagogical relations within local places, particularly focusing on ordinary moments and their potential for fostering creative learning environments. It examines instances such as children using a shoe as a phone, playing with a book upside down, and creating objects from mud, highlighting how these moments can inform teaching practices and engage children in active, natural learning processes. The report concludes that incorporating these ordinary moments into STEM education is crucial for understanding children's learning and thinking processes, ultimately contributing to their overall development. The document includes references to support the analysis and is available on Desklib, a platform offering study tools and resources for students.

Stem investigation
of place

TABLE OF CONTENT
 Stem learning ecologies
 Ordinary moments
 Conclusion
 References

STEM LEARNING ECOLOGIES
 The students have been invited to
explore and build pedagogical
relations, within local places actively
where ordinary fundamental
moments while playing with
children,
 It have been found to be highly
creative for generating STEM
learning ecologies. It can be also
analysed that ordinary moments
such as active plays in social plays
among children

ORDINARY MOMENTS-1
USING A SHOE AS A PHONE
 from this scenario it can be
analysed that children are
attracted towards things that are
attractive and colourful.
 Thus, it is very important that a
teacher should inculcate in
teaching practices that are
designed in a way that is in a
way that is attractive to the
children so that it help them in
active learning that is .

ORDINARY MOMENT-2
USING A BOOK UPSIDE DOWN
 While in the classroom, teacher
observed a child playing with a book
and trying to read it upside down.
While watching at the children the
teacher laughed at the ordinary
moment.
 However, From this ordinary moment
it can be evaluated that children's are
very active and always engages in
playful activity,

ORDINARY MOMENT-3
CHILD PLAYING WITH MUD AND CREATING
OBJECTS
While playing outdoors a teacher observed a
childe playing with mud and creating objects and
different different shapes out of that mud.
From this ordinary moments it can be analysed
that teachers must in their learning processes
engage the children in natural and outdoor
activities that will help the children not only in
getting attached to the natural environment but
also help in learning through natural processes.

CONCLUSION
 Thus it can be concluded that for the development of the children it is
very important that there is inculcation of ordinary moments in the
STEM process.
 This will help in learning about the child's learning and thinking
process.

REFERENCES
 Cole, P.M., Lougheed, J.P. and Ram, N., 2018. The Development of
Emotion Regulation in Early Childhood: A Matter of Multiple Time
Scales1. In Emotion regulation (pp. 52-69). Routledge.
 Schachter, R.E., 2017. Early childhood teachers’ pedagogical
reasoning about how children learn during language and literacy
instruction.
 Boyce, W.T. and Hertzman, C., 2018. Early childhood health and the
life course: the state of the science and proposed research
priorities. Handbook of life course health development, pp.61-93.