STEAM CURRICULUM DEVELOPMENT FOR CHILDREN BETWEEN 3 AND 5 YEARS
In developing a STEAM curriculum for children between the ages of three and five, I have identified a series of 12 steps which can be used as a framework to approach projects using a more scientific method, but do so in a way that children in this age group can understand.
For science: create and mentally challenge them to come up with questions.
For tool development/engineering: bring up the problem(s) and help them to define them.
Educate them in the basics of observing an event, encourage them to ask questions.
Ask them to explain their observations and re-phrase them to bring them closer to ‘scientific’ observations.
Create basic exercises that go over the use of tools potentially used in projects. Repeat these exercises as needed. Add more exercises as your repertoire evolves.
Start a Q&A session in the classroom and have the children give basic explanations; this will help organize their thoughts and speak about their project with others. Help them to clarify their questions: they should only use one question at a time. Guide them to create one applicable question at a time so they can make progress on their projects.
If they get stuck, help them to figure a way out.
If they ask further questions show them a fully completed project.
Ask them to show-and-tell how they made their project or work.
Analyzing and interpreting data: give them sequencing sheets to create a lay-out of their ideas/material.
Providing explanations:
Engineering: Guide them to explain their project by using sequence charts. If applicable, have them dismantle and re-assemble their products.
Science: Guide them to explain their scientific observations in a story frame (this ability depends on their age range).
12. Encourage the other children to ask questions and educate the child to answer questions.
The sequence of steps above aim to educate children about approaching things in a scientific way, but at a very early age children cannot even partially understand the scientific approach, how to observe consciously and to come to specific conclusions based on facts. Engineering presents another set of challenges with this age group.
Therefore the teacher has to play the part of the perfect role model, illustrating how to approach the things we observe around us, and to repeat the same steps so the same set or results can be obtained.
If tools are used as part of the project, the use of them should be explained; this should be done as a separate exercise.
Sequence charts can be very helpful in having the child understand the progression of the project, taking the right steps in the right order in a pre-determined way. Creating a sequence chart and have them to order the steps in a right manner on a pre-determined chart is one of the main goals.
As an early childhood education teacher whose knowledge base is founded on Montessori, the core of my approach is to let them touch material, to become familiar with the tools, and to guide them in making what they envision in their minds.
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