1/3/2019 Engaging Children in STEM Education EARLY!
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1/3/2019 Engaging Children in STEM Education EARLY! | Natural Start
Engaging Children in STEM Education
EARLY!
Joshua M. Sneideman
Experts in education, industry, and national security all agree that there is a national imperative to
graduate students with a thorough understanding of science, technology, engineering, and
mathematics (STEM.) In 2007, a Carnegie Foundation commission of distinguished researchers and
public and private leaders concluded that the nation’s capacity to innovate and thrive in the modern
workforce depends on a foundation of math and science learning. They conclude that a sustained,
vibrant democracy is dependent upon this foundation in STEM.
But many parents and teachers wonder, at what age is it appropriate to start teaching STEM? And
how can we implement these concepts into early childhood education? The answer is: It is never too
early to start STEM education, and an ideal way to teach STEM is to go out into nature. Let me
explain why.
parents—should be helping students integrate
knowledge across disciplines, encouraging them
Live and Learn Early Learning Center
to think in a more connected and holistic way.
Children at Live and Learn Early Learning Center
Our knowledge of how people learn has grown
practice early engineering skills.
substantially over the last few decades. We now
What is STEM? understand that success in learning requires the
learner to be at the center of the experience,
First a little background on STEM. I like to think
making connections across disciplines and also
of STEM as much more than an acronym. STEM
across contextual settings. Children need to be
really is a philosophy. STEM is a way of thinking
about how educators at all levels—including
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presented opportunities to learn the same
material in different settings and through
different lenses. The traditional approach of
teaching topics in isolation does not support the
ways that children learn best.
STEM, on the other hand, calls on parents and
educators to give children chances to investigate
an idea in a variety of settings, for what
educators call cross-contextual learning. For
example, in addition to math worksheets to help
practice counting, we can take students outside
to practice counting real objects that they find,
such as rocks, acorns, or leaves. Their learning
is strengthened when they learn the same skills,
ideas, and concepts in different contexts.
We can also blend math and science to make
learning interdisciplinary using a STEM
approach. And the learning becomes more relevant when students go outside to explore nature. By
asking the right questions, we can help stimulate investigations where students are identifying
objects, making comparisons, making predictions, testing ideas, and sharing discoveries, all while
observing their natural environment. Students can also explore sizes, shapes, patterns, and
quantities in the process. In this way, children can learn concepts from different disciplines in
different contexts, all in ways that are naturally engaging to them.
Building a Foundation
Let’s imagine that you’re going to build a
tall,
strong building. You’ve selected the perfect
site,
prepared the ground, and it’s time to start
building. Where do you begin? You certainly
don’t put the foundation on the 5th floor. So
why should we wait until students are 5
years
old and entering kindergarten to begin
engaging
in STEM activities? Students are incredibly
active learners at 1, 2 and 3 years old, and we
can start building their foundation in STEM as
soon as they enter this world.
spiders, enjoy sunsets, hold sticks, listen to
When my daughter Mya was only 3 months old, Very early exploration of the natural world sets the
I began allowing her to touch leaves, watch stage for later learning.
waterfalls and go on nature walks. Were we doing STEM at 3 months old? Yes, I truly believe so. She
was investigating the natural world around her, beginning to learn about how it works by testing it
with her tiny fingers, watching it change, listening to its sounds, and feeling its textures.
The research is quite clear that the best practice in early childhood education is to break away from
passive instruction and allow for more play and investigation, and this kind of learning early in life
builds skills and interests that serve children throughout their school years, and later in life. Lilian G.
Katz, in STEM in the Early Years, lays out a case that the best practice for early education is to allow
students to be active, engaged, and take initiative in their own learning. Long-term research also
indicates that being allowed opportunities to take initiative in your own learning is not only good for
STEM learning, but for overall long-term academic success.
Unfortunately, in most academic instruction, children are in a passive or receptive mode instead of a
more active, or even interactive, mode. Early childhood education should tap into children’s natural
curiosity and give them ample opportunities to be active participants in their own learning. Natural
settings offer children almost unlimited opportunities to explore and investigate, helping them build
STEM skills that create a solid foundation for future learning.
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Teaching STEM to Early Learners
The most important thing to remember about
teaching STEM to early learners is that they are
perfectly adapted to learn STEM concepts, and it
is not difficult to teach STEM to young children.
The secret is to tap into their natural and innate
curiosity about the living world. By simply
allowing them to investigate, by encouraging
them to ask questions about the real world, you
are engaging children in STEM.
How do I recommend you do this? While there
are hundreds, if not thousands, of
recommendations, none is more simple and
more powerful than this: take children outside
into nature. It is, I believe, abundantly apparent
to almost any adult that once you let a child
walk down a dirt path in a forest they start to
explore their surroundings immediately. It is
that sense of explorer that we need to tap into.
Ask questions of your little researcher,
Chippewa Nature Center Preschool encourage more exploration, and provide more
At Chippewa Nature Center Preschool, students are opportunities to return to these types of
literally immersed in nature and science education
settings. If you don’t have access to natural areas or even a more developed park, you can plant a
small garden, make a terrarium, or simply make a start by growing seeds in cups.
The Boston Children’s Museum's STEM Sprouts Teaching Guide recommends the simple strategy of
building students' confidence and making them feel like experts by asking “what” questions rather
than “why” questions. “Why” questions imply that there is a correct answer. "Why do birds have
feathers?," or "Why does the rock sink in the water?" are questions that have answers that children
may not know, and may find discouraging. “What” questions, on the other hand, focus on what they
are noticing and doing, and can be springboards for teachers and students to investigate together.
"What are those ants doing?" and "What shapes do you see in those rocks?" are questions that invite
children to observe, communicate, and be the "experts."
Now that my daughter is 4, she and I often go on “nature walks” where I encourage her natural
curiosity for exploration. She loves the opportunity to collect almost anything: rocks, fossils, seeds,
leaves, sticks, bugs, or whatever seems to be peaking her interest that day. As we collect, we
practice counting, we create hypotheses about the things we see, and look at the different designs
and shapes that we find in nature, as an initial inquiry into engineering design. We bring along
binoculars, magnifying glass, and children’s field microscope to deepen our investigations.
To augment her curiosity even further, our home library is full of books about investigating nature,
including her all-time favorite, Magic School Bus. We also watch documentaries on nature, and she
can watch children's programming like Wild Kratts or SciGirls to reinforce her love of investigation
with positive examples from media. In this way, we practice cross-contextual learning, where she is
experiencing the ideas around STEM in different ways: She is getting hands-on investigatory
experience and then also reading about others doing the same thing in her books or seeing ideas
play out in TV programs.
Getting Outside from the Get-Go
A recent survey by Julia Torquati and colleagues found that early childhood educators are least
confident about teaching nature/science. And a survey conducted by Julie Ernst found that 92% of
Minnesota childcare teachers spend the majority of their outdoor playtime in maintained or
developed play spaces, and no teachers reported using natural areas for the majority of their
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outdoor playtime. Early science teaching is not a priority in most preschool classrooms, and most
teachers are not taking children out to play and explore in natural settings.
We need to work together to change the status quo for our nation’s children. If the leading thinkers
on education believe that our hopes for a vibrant democracy hinge upon a foundation of STEM
education, then we need to be encouraging best practices in STEM from the get-go. One of the best
practices in teaching and learning is to make learning relevant, and there is nothing more relevant
than being outside and exploring the world we live in. Let's not wait another day to take young
children outside to start engaging them in STEM education.
Additional resources:
SuccessfulSTEMeducation.org offers resources for people interested
in
learning more about STEM education.
NAAEE's Early Childhood Environmental Education Programs:
Guidelines
for Excellence describe good early childhood environmental
education,
which is also good early STEM education.
Be sure to check out the Children and Nature Network. Their site has a
wealth of information on the back-to-nature movement.
The Boston Children’s Museum's excellent STEM Sprouts Teaching
Guide assists preschool educators in focusing and
Live and Learn Early Learning Center
refining the naturally inquisitive behaviors of
three-to-five-year-olds in STEM.
About the Author
Joshua Sneideman is an Albert Einstein Distinguished Educator Fellow at the Department of Energy's
Office of Energy Efficiency and Renewable Energy.
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Thanks to the George B. Storer Foundation for their generous support of the Natural Start
Alliance.
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