STEAM in early childhood education: Impact of research in schools
DOI:
https://doi.org/10.48489/quadrante.43675Keywords:
STEAM approach, STEAM competence, task sequence, Early Childhood EducationAbstract
STEAM skills have been incorporated into early childhood education curricula to promote interest in science, technology, engineering, art and mathematics in an integrated approach. From this perspective, our objective is to analyze a sequence of tasks implemented with 19 five-year-old children to find out how the different areas are linked and how STEAM skills are developed. On the one hand, using a descriptive multiple-case methodology, we found that all areas were integrated, with science and mathematics being more predominant; on the other hand, through the R-STEAM rubric, it has been identified that the sequence has mainly promoted the development of indicators of STEAM competence in Art, Engineering, interdisciplinarity and communication, while Science and Mathematics require greater support. It is concluded that, from an early age, it is essential to design and implement well-articulated sequences of tasks, considering the latest research on STEAM in early childhood education.
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