RMIT University: Early Childhood Education STEM Learning Project

This project explores STEM-based learning in early childhood education, focusing on an integrated play provocation centered around seed germination. The project details the implementation of this activity with children aged 3-6, highlighting the use of scientific, mathematical, and engineering concepts. It connects the activity to Piaget's theory of cognitive development and Vygotsky's theory of social interaction, emphasizing the importance of both individual and collaborative learning experiences. The project also discusses the application of constructivist approaches and the Early Years Learning Framework (EYLF) to create a supportive and inclusive learning environment. It emphasizes the role of educators in designing engaging STEM activities that foster children's understanding of nature and the interconnectedness of science, mathematics, and the environment. The project concludes by underscoring the significance of STEM learning and outdoor activities for developing children's learning and understanding.

Running head: STEM BASED LEARNING IN EARLY CHILDHOOD
STEM BASED LEARNING IN EARLY CHILDHOOD
Name of the Student
Name of the University
Author Note

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STEM BASED LEARNING IN EARLY CHILDHOOD
Early childhood learning as well as education focuses on teaching the students
through a play method as playing meets the emotional, physical, social and mental needs of
every child. It is the curiosity of children as well as their imagination that compel them to try
and learn new thing (McClure et al., 2017). It is during this time when the child’s emotional
and psychological capacity is shaped. STEM teaching is also one of the interdisciplinary
approach towards learning where young children can learn and thereby apply the concepts of
science, mathematics, technology as well as engineering (McClure et al., 2017). This helps in
supporting the prime learning of children. Therefore, the primary aim of the essay is to
discuss the importance of STEM learning that is applied in early childhood education along
with some theories to support the essay.
STEM learning is essential for the betterment of the society that helps the child to
understand the world in a better way. The learning of STEM give the child a chance to
introduce themselves to new concepts through various learning as well as games (Tippett &
Milford 2017). One of the most beneficial aspect of STEM learning is that it gives the child
an opportunity to experience the moment instead of just reading about things in the book
(Tippett & Milford 2017). Furthermore, physical activity is always better than reading and
writing for children as physical exercise shapes their mind at a faster rate.

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STEM BASED LEARNING IN EARLY CHILDHOOD
The above pictures are from a STEM based activity that was conducted among the
early learners in an integrative play setting where the child could enjoy himself/herself and
also learn from his/her experience. Children aged 3-6 years of age were selected to conduct
the experiment but before the activity could begin it was essential to keep the surrounding
clean and safe for children so that they could participate in the activity without any hindrance.
The germination of seeds activity with children was completed aligned with integrative play
setting and STEM learning.
Firstly, the seed that was chosen was of carrot. Students were given prior instructions
about the methods of planting seeds and what one needs to do before planting. To conduct the
activity integrated play provocation was conducted where the school compound was chosen
as it was huge and could accommodate a lot of students without chaos. To provoke the kids
the play area was decorated with many charts and plants that would excite the kids to take
part in the activity. Scientific and mathematical learning was used where every child had to
count the seeds before planting them on the pot that was provided to them. The activity

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STEM BASED LEARNING IN EARLY CHILDHOOD
included learning of science, maths and engineering. By counting the seeds the child’s
mathematical skills were being sharpened. Secondly planting seeds with children is full of
science as children come to about the importance of soil, plants and water. It will also
connect the child with nature and along with that will teach him/her about the engineering
tools used for planting. The tools that were used for this activity was much lighter and made
of plastic however children got knowledge that without appropriate tools seeds cannot be
planted.
The above STEM activity is closely aligned with Piaget’s theory of cognitive
development. According to the above theorist children in their early childhood goes through
four stages of mental development. His theory not only focuses on how a child acquire
knowledge but also how their intelligence is shaped (Ghazi, Ullah & Jan 2016). Furthermore,
physical activity will also help the children to develop their motor skills in a fun and
enjoyable manner. Outdoor physical activity is even healthy for children are between three to
six years of age. It is the motor skills that also helps in shaping the mind of children as stated
by Piaget (Meadows, 2017). Children in planting seed activity had used their strength as well
as their brains to make the activity successful. They understood the importance of plants and
the benefits that it gives to humans (Villarroel, 2016). On the other hand Lev Vygotsky stated
that social interaction plays a very crucial role in the development of the child as well as his
learning. It is through social interaction that the learning process can take place continuously
within a child (Leontiev, Lebedeva & Kostenko 2017). The STEM learning too was aligned
with Vygotsky’s theory where children had lots of social interaction with their fellow mates
as it was a team work. Therefore, the theory supported the STEM activity where the
instruction were planned prior to the activity as well as the latter included cooperative
learning.

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STEM BASED LEARNING IN EARLY CHILDHOOD
The child also played the role of a co-investigator where he/she explored the concepts
of STEM with their hands and identifies real questions (Van, 2016). The child after planting
the seeds was also curious to know how it will grow. Instead of asking questions children
carefully observed the growth of seeds and played the role of a co-investigator (Van, 2016).
Even the educator has to adopt many strategies and methods to conduct STEM activity that is
both fun and imparts knowledge. Children through this integrated play provocation will be
able to understand about nature and how science and nature is related to each other (Edwards,
2016). Through the provocation children will also sharpen their skills in mathematics and
cognitive development where they can ask questions and engage themselves in critical
thinking (Edwards, 2016). Different pedagogical approaches as well as strategies were used
to conduct the STEM activity that would result in positive learning outcome.
Constructivist approach was selected to make the STEM activity meaningful where
choices as well as decisions regarding classroom setup was made that would efficiently
respond to the works as well as ideas of children (Proudfoot & Kebritchi 2017). This
approach helps the teacher to make her curriculum understandable where the strengths,
thought process and limitations of children are identified (Proudfoot & Kebritchi, 2017).
They also help children differentiate between fair and unfair play and thereby build an
inclusive learning environment. Similarly EYLF too was designed so that early years children
could get a consistent start. The EYLF guides the teachers in their decision-making, planning
and evaluation (White & Fleer 2019). It also helps in initiating common language among
students. Furthermore, the framework states that educators as well as families should fulfil
the child’s emotional and psychological needs (White & Fleer 2019). It also states that
teachers should be responsive to the abilities of the child.
Therefore, to conclude it must be noted that STEM learning as well as outdoor
activity is essential to develop learning as well as understanding within the child. It is the role

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STEM BASED LEARNING IN EARLY CHILDHOOD
of the educator to adopt efficient strategies and approaches to make the activity successful.
The educators should also follow the EYLF framework that will help them to frame their
curriculum for the easy understanding every child.
References
Edwards, S. (2016). New concepts of play and the problem of technology, digital media and
popular-culture integration with play-based learning in early childhood
education. Technology, Pedagogy and Education, 25(4), 513-532.
Ghazi, S. R., Ullah, K., & Jan, F. A. (2016). Concrete operational stage of Piaget’s cognitive
development theory: An implication in learning mathematics. Gomal University
Journal of Research, 32(1), 9-20.
Leontiev, D., Lebedeva, A., & Kostenko, V. (2017). Pathways of personality development:
Following Lev Vygotsky’s guidelines. Вопросы образования, (2 (eng)).
McClure, E. R., Guernsey, L., Clements, D. H., Bales, S. N., Nichols, J., Kendall-Taylor, N.,
& Levine, M. H. (2017). STEM Starts Early: Grounding Science, Technology,
Engineering, and Math Education in Early Childhood. In Joan Ganz Cooney Center
at Sesame Workshop. Joan Ganz Cooney Center at Sesame Workshop. 1900
Broadway, New York, NY 10023.
Meadows, S. (2017). An assessment of Piaget’s theory of cognitive development.
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Proudfoot, D. E., & Kebritchi, M. (2017). Scenario-based elearning and stem education: A
qualitative study exploring the perspectives of educators. International Journal of
Cognitive Research in Science, Engineering and Education, 5(1).

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Tippett, C. D., & Milford, T. M. (2017). Findings from a pre-kindergarten classroom: Making
the case for STEM in early childhood education. International Journal of Science and
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Villarroel, J. D. (2016). Young Children’s drawings of plant life: A study concerning the use
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White, A. D., & Fleer, M. (2019). Early childhood educators’ perceptions of the Australian
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