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STEM in Early Childhood Education

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A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Early Childhood Education".

Deadline for manuscript submissions: closed (1 December 2021) | Viewed by 40194

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Special Issue Editors

Dr. Beth L. MacDonald

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Guest Editor

School of Teacher Education and Leadership, Utah State University, Logan, UT 84322, USA
Interests: early childhood mathematics education; student cognition and learning; subitizing development; number construction; fraction development; teacher education; special education in mathematics

Dr. Kristin A. Searle

E-Mail Website
Guest Editor

Instructional Technology & Learning Sciences, Utah State University, Logan, UT 84322, USA
Interests: culturally responsive pedagogy; K–12 computer science education; technology integration; teacher professional development

Dr. Colby Tofel-Grehl

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Guest Editor

School of Teacher Education and Leadership, Utah State University, Logan, UT 84322, USA
Interests: STEM teacher professional development; technology integration; STEM identity
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

This Special Issue of Education Sciences focuses on STEM in Early Education. The development of science, technology, engineering, and mathematics (STEM) curricula varies in quality in the early childhood years, making STEM instruction inconsistent between and within different preschool and early elementary grade levels. Given that fundamental STEM reasoning and thinking are established in early education, this lack of curricula development and the uneven manner in which it is deployed is problematic. In this Special Issue, we invite educators and researchers to identify some of the most compelling research examining STEM curricula development and submit a research manuscript.

When considering STEM in early education, we encourage researchers to consider points of integration that STEM curricula promotes in early education, such as:

Students’ STEM reasoning development when solving authentic, ill-structured problems;
Teacher education development when designing integrated units of study in STEM; or
Access points for educators and students when designing STEM projects with a cultural lens.

Given that STEM involves such multifaceted educational foci, we will consider articles involving STEM instruction, students’ cognition and learning of STEM, equitable learning structures in STEM, and pre- and in-service STEM teacher development in the PreK–3 grade levels. Guiding questions might include (but not be limited by), “What affordances are provided early childhood educators through STEM integrated curricula?”, “How do educators enact integrated STEM in early childhood education spaces?”, and “What points of integration afford high-quality STEM reasoning and thinking development in early childhood education classrooms?”

For this Special Issue to be published in 2021, we invite manuscripts of 7000–8000 words in length to be submitted for review on or before 1 June 1 2021. To determine a good fit for this Special Issue, we encourage authors to submit a 200-word abstract to the leading Guest Editor for preliminary review. Manuscripts will be subject to the process of blind peer review coordinated by the three Special Issue Guest Editors, Drs. Beth L. MacDonald, Colby Tofel-Grehl, and Kristin A. Searle.

Dr. Beth L. MacDonald
Dr. Kristin A. Searle
Dr. Colby Tofel-Grehl
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

STEM education
early childhood education
equity
curriculum design and development
integrated STEM
pedagogy
pedagogical content knowledge
technology integration
professional development
teacher education

Published Papers (12 papers)

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Editorial

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3 pages, 180 KiB

Open AccessEditorial

Play, Problem-Solving, STEM Conceptions, and Efficacy in STEM: An Introduction to the STEM in Early Childhood Education Special Issue

by Beth L. MacDonald, Colby Tofel-Grehl and Kristin A. Searle

Educ. Sci. 2022, 12(5), 352; https://doi.org/10.3390/educsci12050352 - 18 May 2022

Cited by 1 | Viewed by 2068

Abstract

This Special Issue of Education Sciences focuses on STEM in Early Childhood Education [...] Full article

(This article belongs to the Special Issue STEM in Early Childhood Education)

2 pages, 160 KiB

Open AccessEditorial

The Silent Path towards Medical Apartheid within STEM Education: An Evolving National Pedagogy of Poverty through the Absenting of STEM-Based Play in Early Childhood

by Colby Tofel-Grehl, Beth L. MacDonald and Kristin A. Searle

Educ. Sci. 2022, 12(5), 342; https://doi.org/10.3390/educsci12050342 - 12 May 2022

Cited by 1 | Viewed by 1456

Abstract

STEM is notoriously uninviting to wide swaths of the population [...] Full article

(This article belongs to the Special Issue STEM in Early Childhood Education)

Research

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19 pages, 2542 KiB

Open AccessArticle

Instructional Perseverance in Early-Childhood Classrooms: Supporting Children’s Development of STEM Reasoning in a Social Justice Context

by Jennifer Ward, Joseph DiNapoli and Katie Monahan

Educ. Sci. 2022, 12(3), 159; https://doi.org/10.3390/educsci12030159 - 24 Feb 2022

Cited by 1 | Viewed by 3009

Abstract

In early childhood education (ECE) classrooms, teachers navigate practices about how to allow space for students to make sense of new STEM-based ideas. We posit that such pedagogical moves require ample in-the-moment perseverance by the instructor. In this paper, we seek to explore the nature of such instructional perseverance in ECE classrooms and how it manifests when ECE educators are supporting young children to develop their STEM reasoning, with a primary focus on the mathematics discipline in a social justice context. Working with a dataset consisting of four ECE classroom episodes, we employed an analytical framework that captured evidence of instructional perseverance. We found that the instructional perseverance of the ECE teacher was integral to the development of STEM reasoning of her young students. We present an illustrative case that details the instructional perseverance of the ECE teacher and the related STEM reasoning of her students in the context of exploring income variance by race. We argue that teacher education development must address how ECE teachers can plan for and navigate in-the-moment instructional obstacles in order to support young students’ STEM reasoning development, which positions students for productive STEM-based outcomes. Full article

(This article belongs to the Special Issue STEM in Early Childhood Education)

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19 pages, 24356 KiB

Open AccessArticle

Exploring Measurement through Coding: Children’s Conceptions of a Dynamic Linear Unit with Robot Coding Toys

by Lise E. Welch, Jessica F. Shumway, Jody Clarke-Midura and Victor R. Lee

Educ. Sci. 2022, 12(2), 143; https://doi.org/10.3390/educsci12020143 - 21 Feb 2022

Cited by 4 | Viewed by 2470

Abstract

Programming activities have the potential to provide a rich context for exploring measurement units in early elementary mathematics. This study examines how a small group of young children (ages 5–6) express their emergent conception of a dynamic linear unit and the measurement concepts they found challenging. Video of an introductory programming lesson was analyzed for evidence of preconceptions and conceptions of a dynamic linear unit. Using Artifact-Centric Activity Theory as a lens for the analysis, we found that social context, gesturing, and verbal descriptions influenced the children’s understanding of a dynamic linear unit. Challenges that students encountered included developing a constructed conception of a unit, reconciling preconceptions about the meaning of a code, and socially-influenced preconceptions. This study furthers the exploration of computational thinking and mathematics connections and provides a basis for future exploration of dynamic mathematics and programming learning in early elementary education. Full article

(This article belongs to the Special Issue STEM in Early Childhood Education)

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27 pages, 4596 KiB

Open AccessArticle

Exploring Preschool Data Collection and Analysis: A Pilot Study

by Ashley E. Lewis Presser, Jessica M. Young, Lindsay J. Clements, Deborah Rosenfeld, Michelle Cerrone, Janna F. Kook and Heather Sherwood

Educ. Sci. 2022, 12(2), 118; https://doi.org/10.3390/educsci12020118 - 10 Feb 2022

Cited by 2 | Viewed by 5482

Abstract

Data collection and analysis (DCA) skills apply mathematical knowledge, such as counting, sorting, and classifying, to investigations of real-world questions. This pursuit lays the foundation for learners to develop flexible problem-solving skills with data. This pilot study tested a preschool intervention intended to support teachers in promoting young children’s DCA skills using a technology-integrated approach. A key component therein was a teacher-facing digital app that facilitated collaboration between preschool teachers and children to more easily collect data, create simple graphs, and use graphed data to engage in real-world questions and discussions. As part of a design-based research approach, this study tested the intervention’s developmental appropriateness and feasibility in four preschool classrooms (n = 5). Findings suggest that the intervention curriculum (i.e., investigations) and inclusion of the app supported teachers and children to answer data-focused questions by engaging in each step of the DCA process while applying numerous mathematics skills. Teachers reported that the app complemented curricular implementation and children demonstrated readiness to engage with, and benefit from, the investigations. Findings also indicated the developmental appropriateness and feasibility of applying this DCA approach in preschools and suggest further study of the approach. Full article

(This article belongs to the Special Issue STEM in Early Childhood Education)

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19 pages, 5405 KiB

Open AccessArticle

Cookie-Jar Alarms: An Analysis of First-Grade Students’ Gendered Conceptions of Engineers following a Programming Design Task

by April Mitchell, Kimberly H. Lott and Colby Tofel-Grehl

Educ. Sci. 2022, 12(2), 110; https://doi.org/10.3390/educsci12020110 - 7 Feb 2022

Cited by 4 | Viewed by 2115

Abstract

Women remain underrepresented in engineering and broadening participation has recently become the focus of education reform efforts. Increased emphasis on K-12 engineering education calls for the design of learning environments and curricula that increase interest and conceptual understanding of engineering work, beginning in the early years of childhood. We seek to understand what works, for whom, in what contexts, how it works, and how engineering curricula can be improved to promote social justice. Here, we evaluate the impact of a curricular intervention designed to promote equity in elementary engineering education. The integrated STEM curriculum unit engages first-grade students in programming a cookie-jar alarm. Using a KIBO robot, students program a distance sensor to trigger the alarm and customize the sounds and flashing lights. Students’ pre-/post-drawings of ‘engineers at work’ were used to elicit reflection in semi-structured interviews, and to assess changes in students’ conceptions of engineering work following the curricular intervention. A mixed analysis of the data revealed students’ conceptual understanding of engineering work improved following the two-week curricular intervention, regardless of gender. However, the girls in the study were more likely than boys to identify as an engineer following the programming design task. We discuss the students’ self-reported explanations and elements of the intervention that may have facilitated conceptual change. We recommend that, to promote equity in engineering education, “gender-responsive” curricula are essential. Full article

(This article belongs to the Special Issue STEM in Early Childhood Education)

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18 pages, 10529 KiB

Open AccessEditor’s ChoiceArticle

Problem Solving and Digital Transformation: Acquiring Skills through Pretend Play in Kindergarten

by Lena Hollenstein, Stefanie Thurnheer and Franziska Vogt

Educ. Sci. 2022, 12(2), 92; https://doi.org/10.3390/educsci12020092 - 28 Jan 2022

Cited by 14 | Viewed by 6215

Abstract

One of the crucial 21st-century digital skills, in the context of digital transformation, is problem solving—equally so in the fields of science, technology, engineering, and mathematics (STEM). In the context of kindergarten, learning through play is central; therefore, pretend play, and particularly guided pretend play, is suggested as an innovative way to foster skills for digital problem solving. As yet, the potential of pretend play for children’s learning about digital transformation and digital problem-solving processes has hardly been researched. The paper examines how children solve digital problems in guided pretend play. In an explorative intervention study “We play the future”, an information technology center (IT center) is introduced as one of the play corners for pretend play in kindergartens, together with other inputs such as a smart home corner (Internet of Things) or autonomous vehicles. Children’s play was video recorded. From the 15 participating kindergartens, 13 h of sequences involving the IT center were analyzed using content analysis. The findings indicate that children identify problems in a play situation and solve them using problem-solving strategies, such as devising new applications and installing software. Furthermore, the findings show that the kindergarten teacher’s participation in the pretend play is important for enabling longer and more complex problem-solving processes. Consequences for further teacher training to foster problem-solving skills during guided pretend play are discussed. Full article

(This article belongs to the Special Issue STEM in Early Childhood Education)

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14 pages, 1740 KiB

Open AccessArticle

Early Elementary Students’ Use of Shape and Location Schemas When Embedding and Disembedding

by Laura Bofferding, Lizhen Chen, Sezai Kocabas and Mahtob Aqazade

Educ. Sci. 2022, 12(2), 83; https://doi.org/10.3390/educsci12020083 - 25 Jan 2022

Cited by 1 | Viewed by 2329

Abstract

Elementary students’ early development of embedding and disembedding is complex and paves the way for later STEM learning. The purpose of this study was to clarify the factors that support students’ embedding (i.e., overlapping shapes to form a new shape) and disembedding (i.e., identifying discrete shapes within another shape) through the use of filled shapes as opposed to shape frames. We recruited 26 Grade 1 students (~6–7 years old) and 23 Grade 3 students (~8–9 years old), asked them to work on two layered puzzle designs from the Color Code puzzle game, and interviewed them about their thinking processes. The first graders had higher success rates at fixing and embedding the tiles correctly, and students at both grade levels improved on the three-tile design when encountering it a second time about two months later. The four-tile design was more difficult, but students improved if they could identify a correct sub-structure of the design. Successful students used a combination of pictorial shape strategies and schematic location strategies, systematically testing tiles and checking how they could be embedded. The results suggest that helping students focus on sub-structures can promote their effective embedding. Full article

(This article belongs to the Special Issue STEM in Early Childhood Education)

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14 pages, 465 KiB

Open AccessArticle

The Relationship between Teacher Candidates’ Affective Dispositions and Instructional Planning Actions in STEM

by Megan Burton, Cathrine Maiorca and Lucretia Octavia Tripp

Educ. Sci. 2022, 12(2), 82; https://doi.org/10.3390/educsci12020082 - 25 Jan 2022

Cited by 5 | Viewed by 2850

Abstract

This study explores the relationship between elementary teacher candidate affective dispositions and the action of STEM lesson planning. While affective dispositions are important, understanding the connection between dispositions and practice is key. Teacher candidates’ affective dispositions about STEM education and instructional planning were examined after participating in a virtual STEM experience. Seventeen elementary teacher candidates experienced STEM instruction via summer virtual courses and field placements. This article focuses on responses to questions about affective dispositions that were coded using inductive analysis. Dispositions towards the following themes were identified: ways to teach integrated STEM, use of inquiry and open ended questions, and confidence. Early childhood lesson plans were coded deductively using the characteristics of model-eliciting activities. Analysis of the data found that teacher candidates who experienced learning, observing, and planning via virtual experiences demonstrated positive affective dispositions towards teaching STEM. However, there were areas of disconnect between the affective dispositions expressed and the instructional action of planning STEM lessons. The data suggest the experiences of learning, observing, and planning STEM lessons can be meaningful in professional growth, but that more needs to be done beyond these experiences to create synergy between instructional actions and affective dispositions related to STEM education. Full article

(This article belongs to the Special Issue STEM in Early Childhood Education)

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20 pages, 3917 KiB

Open AccessArticle

Understanding the Conceptions of Engineering in Early Elementary Students

by Sandra A. Lampley, Sarah Roller Dyess, Michael P. J. Benfield, Andrew M. Davis, Sampson E. Gholston, Monica L. Dillihunt and Matthew W. Turner

Educ. Sci. 2022, 12(1), 43; https://doi.org/10.3390/educsci12010043 - 13 Jan 2022

Cited by 5 | Viewed by 2406

Abstract

There is a demand for more STEM professionals. Early elementary students’ conceptions about engineering can influence whether or not they explore STEM career paths and ultimately select an engineering career. This study examined the conceptions elementary students have regarding the work that engineers perform. The research questions were the following: (1) what images do early elementary students associate with engineering and engineers, (2) do these associations vary from grade to grade, (3) are there gendered differences in these associations, and (4) how do the associations from this sample compare with the associations from the broader (grades one–five) Cunningham, Lachapelle, and Lindgren-Steider (2005) sample? Survey data from 1811 students in grades one–three were analyzed by comparison analysis and cluster analysis and then compared to the initial Cunningham et al. (2005) study. The results indicate two ways elementary students envision engineering: (a) creating designs or collecting and analyzing data, and (b) utilizing equipment to build and improve things. Comparison with the Cunningham et al. (2005) study suggests that there may be shifts in the way elementary students perceive engineering. Since these shifts could be attributed to a variety of factors, future work that determines what learning experiences might be contributing to students’ conceptions about engineering is recommended. Full article

(This article belongs to the Special Issue STEM in Early Childhood Education)

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21 pages, 10592 KiB

Open AccessArticle

Has the Stereotype of the Scientist Changed in Early Primary School–Aged Students Due to COVID-19?

by César Quílez-Cervero, María Diez-Ojeda, Altamira Alicia López Gallego and Miguel Ángel Queiruga-Dios

Educ. Sci. 2021, 11(7), 365; https://doi.org/10.3390/educsci11070365 - 20 Jul 2021

Cited by 5 | Viewed by 2927

Abstract

The image that students have of scientists and their context appears distorted by multiple factors. The detection and modification of this image is important because this is related to scientific vocations. This research analyzes the drawings made by 128 early primary school–aged students (58 girls and 70 boys) from 6 to 8 years to determine the image they have regarding the scientist, their activity, and their environment, and how the current situation due to COVID-19 may affect this image. The analysis rubric defined in the modified Draw A Scientific Test-prompt was used. Results indicate that the image that the students have, in general, is far from the traditional one. Thus, the students draw both young women and men working in science, the girls being the ones who most habitually represent scenes broader than traditional. In addition, the influence of the COVID-19 crisis is perceived in some of the illustrations. Full article

(This article belongs to the Special Issue STEM in Early Childhood Education)

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Review

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19 pages, 8907 KiB

Open AccessEditor’s ChoiceReview

Lessons Learned from 10 Experiments That Tested the Efficacy and Assumptions of Hypothetical Learning Trajectories

by Arthur J. Baroody, Douglas H. Clements and Julie Sarama

Educ. Sci. 2022, 12(3), 195; https://doi.org/10.3390/educsci12030195 - 10 Mar 2022

Cited by 11 | Viewed by 3549

Abstract

Although reformers have embraced learning trajectories (LT, also called learning progressions) as an important tool for improving mathematics education, the efficacy and assumptions of LT-based instruction are largely unproven. The aim of a recently completed research project was to fill this void. Fulfilling this aim was more challenging than many supporters of LT-based instruction might imagine. A total of 10 experiments were untaken, of which 5 demonstrated that LT-based instruction was significantly more efficacious than a counterfactual involving either a Teach-to-Target/Skip-Level approach (Assumption 1) or the same unordered activities (Assumption 2). The results of the remaining studies were non-significant either for theoretical (2) or methodological (3) reasons. In the five indicating LTs’ efficacy, we found that some LTs consists of levels that are facilitative conditions for the next higher level and, thus, may be helpful but perhaps not necessary for the subsequent level. Full article

(This article belongs to the Special Issue STEM in Early Childhood Education)

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