There are many different types of questions you can ask to encourage children to share their ideas and to guide them toward greater STEAM knowledge and inquiry skills.
In this article, we share ideas for how to integrate math, science, and literacy during shared reading. These ideas are inspired by our research project Story Time STEM, a collaborative effort by a team of preschool and elementary grade teachers, children
In recent years, science, technology, engineering, and mathematics (STEM) have been increasingly emphasized for elementary-age children, and this trend should extend into preschool too. Blocks—a fundamental material found in almost all early childhood se
Authored by
Authored by:
Zachary S. Gold, James Elicker, Barbara A. Beaulieu
This article shares highlights from our journey together as researchers to explore infant and toddler STEAM, make connections between children’s interests and our intentional teaching practices, and create spaces that promote developmentally appropriate S
The preschool bucket brigade took place four weeks into an intensive study surrounding the unit Our Community. While this topic is very common in preschools, for these teachers, this community unit was almost all new. This was their first experience with
When intentional teachers ask questions to expand children’s thinking and help them explore related vocabulary and concepts, children’s learning is enriched and their curiosity grows, fueling yet more inquiries.
When intentional teachers ask questions to expand children’s thinking and help them explore related vocabulary and concepts, children’s learning is enriched and their curiosity grows, fueling yet more inquiries.
This is the second article in a four-part series that explores STEAM (science, technology, engineering, art, and mathematics) activities in early childhood settings.
With an internet connection, teachers can access an almost infinite number of STEM resources, but how can they tell if the activities and lesson plans are high quality?
Authored by
Authored by:
Sherri Peterson, Cindy Hoisington, Peggy Ashbrook, Beth Dykstra Van Meeteren, Rosemary Geiken, Sonia Akiko Yoshizawa, Sandy Chilton, Joseph B. Robinson
With an internet connection, teachers can access an almost infinite number of STEM resources, but how can they tell if the activities and lesson plans are high quality?
Authored by
Authored by:
Sherri Peterson, Cindy Hoisington, Peggy Ashbrook, Beth Dykstra Van Meeteren, Rosemary Geiken, Sonia Akiko Yoshizawa, Sandy Chilton, Joseph B. Robinson
Reading Talene Artinian’s Voices of Practitioners article, “Engaging Teachers and Toddlers in Science,” as a school administrator, I am moved to encourage other school administrators to think about their roles as change agents in their settings.
In this article, we explain why engineering practices are an important part of early STEM (science, technology, engineering, and mathematics) learning and share examples of exploring engineering practices.
In this article, we explain why engineering practices are an important part of early STEM (science, technology, engineering, and mathematics) learning and share examples of exploring engineering practices.
