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Developing children’s sense of wonder about their world
Developing children’s sense of wonder about their world
STEM is a philosophy of wonder. An ‘I wonder’ environment allows children to open their minds to possibilities while adults are the facilitators in the process. Facilitators provide stimulus, direction, encouragement and space to develop thoughts – it is a partnership of discovery. Start interactions with 'I wonder....' and see where it takes you!
What does STEM stand for?
What does STEM stand for?
Science enables us to develop our interest in, and understanding of, the living, material and physical world and develop the skills of collaboration, research, critical enquiry, experimentation, exploration and discovery.
Engineering and Technology includes business, computing science, chemicals, food, textiles, craft, design, engineering, graphics and applied technologies including those relating to construction, transport, the built environment, biomedical, microbiological and food technology.
Mathematics includes numeracy, e.g., interpreting and analysing information, simplifying and solving problems, assessing risk and make informed decisions.
Digital skills enable the other STEM disciplines..
Developing children's desire to look after their world
Developing children's desire to look after their world
Why should we teach STEM?
Why should we teach STEM?
It is thinking in a more connected and holistic way
Learners are making connections which in turn means experiences become more meaningful and learning is embedded
STEM gives children opportunities to investigate an idea in a variety ways – problem solving and discovering for themselves
STEM encourages a love for exploration. discovery and the wonders of the world
Where do we teach STEM?
Where do we teach STEM?
Throughout the setting and beyond– both inside and outside - there are endless possibilities
How do we teach STEM?
How do we teach STEM?
By providing experiences in and out of our setting, using resources in a thoughtful manner and using our role to guide and develop learning.
We see STEM experiences every day in our settings:
Science activities include exploring water and sand, comparing and contrasting natural materials like rocks and soil, rolling balls across the room, and looking through a magnifying glass to count how many legs are on the bug.
Technology activities include computers, but also identifying simple machines like gears and wheels and pulleys.
Engineering happens a lot in the block or construction area. There children are planning and designing structures every day with little direction.
Maths activities include counting and matching shapes, making patterns and measuring.
The most important tool for teaching STEM is you!
The most important tool for teaching STEM is you!
Stimulate and expand thinking , scaffold discussions and give time for thinking
Develop children's confidence in their ability to solve problems
Help children see that mistakes can be a positive experience to explore ‘why?’
Relate what the children are doing to real jobs
Learn more so you can extend children’s thinking
Be excited to find out – this is role modelling
Discussion Questions for Self-Evaluation and Development
Discussion Questions for Self-Evaluation and Development
Q. Can you identify STEM resources in your setting?
Q. Do you have a STEM focus in your planning?
Q. What one thing will you change in your setting to develop STEM?
Professional Learning
Professional Learning
Developing STEM in the Early Years.pdfPlease click on this PowerPoint to learn more about STEM in Early Learning and Childcare.
Please click on this PowerPoint to learn more about STEM in Early Learning and Childcare.
Free online modules available to all early learning and childcare (ELC) practitioners providers and open to all ELC workers.
Free online modules available to all early learning and childcare (ELC) practitioners providers and open to all ELC workers.
Module 7: Staff skills, knowledge and confidence in delivering learning in STEM subjects.
Create an account and search for “STEM” to enrol
Education Scotland had a series of STEM networks for EL&C practitioners.
Education Scotland had a series of STEM networks for EL&C practitioners.
They gave permission for us to share these on our website.
They gave permission for us to share these on our website.
Interactions, Experiences and Spaces
Interactions, Experiences and Spaces
Creating an outdoor STEM den
Creating an outdoor STEM den
This is a den that provides different STEM experiences. Possible resources are:
Clipboards/ paper/pens
Topic books and posters – relation to outside/ topics of interest
Den making resources
Bags, containers
Science investigative kits: magnifying glasses, binoculars, magnifying pots, gathering pots, tweezers, magnets, torches, tape measure
Cameras, programmable toys
Bird watching guide/food
Items with numerals on
Games, puzzles and books with counting and numerals
Items that can be arranged, counted, grouped and shared
Natural loose parts - bamboo poles, bark wedges, straw bales, small stones, log stumps, tree cookies, trimmed branches, pine cones, leaves, seeds, nuts, flowers, wood chips
Measuring sticks, tapes, rulers, scales, measuring jugs, cylinders, large dice
2D and 3D shapes
Rainy day boxes – rainwear, wellies, umbrellas, builders tray, paint, chalk, plastic bottle ‘rain gauges’, jugs, watering cans, waterwheels, guttering, objects to float, paint brushes, tin trays, funnels, shower curtain, baby oil or vegetable oil, sponges, broom, brushes, bikes, gazebo, tents, tarpaulin
Foggy day boxes – torches, glow sticks, reflective objects, florescent items, lights, mirrors
Windy day box – streamers, ribbons, kites, handheld windmills, yachts, wind chimes, washing line and pegs, flags, parachute, feathers, light fabric scarves, bubble mix and wands
Sunny day box -sun umbrella, chalk to draw around shadows, tents, shiny objects
Icy day box - thermometer, spades, tin trays, salt, paint brushes, magnifying glasses
Weather chart
Dinosaur eggs
Dinosaur eggs
Ever wondered how to make your own dinosaur eggs?
Make a dinosaur egg - see link above
Put the egg in a box and leave the box somewhere in your setting for the children to discover
When the children find it ask - What do you think it is? Where do you think it came from? How do you think it got in the nursery?
Once the box is opened...what have you found?
Explore what you found inside? First by looking and then discuss what they thing it is. What do you think might be in the egg?
Skills - Formulate ideas, make decisions, communicate ideas, discuss ideas, challenge ideas, understand ideas, explore, experiment, observe, problem solve, predict, think critically
Sorting Dinosaurs
Sorting Dinosaurs
Materials - dinosaurs, sorting trays or circles, books on dinosaurs - ask the children to sort the dinosaurs - let them decide the criteria - this creates lots of discussion and classification - use books to support children's curiosity and thinking
Creating a tinkering table
Creating a tinkering table
Tinkering is about hands-on experiences, learning from failures, and unstructured time to explore and invent. Through the processes of exploration and invention lies the potential for innovation and creativity. Tinkering is early engineering.
Elphinstone Primary Nursery's outdoor tinkering table
Macmerry's weather station
Macmerry's weather station
Case Studies
Case Studies
Websites
Websites
Food for Thought support resources
Food for Thought support resources
This suite of resources support all ages and stages of Curriculum for Excellence providing clear progression links and activities
Food - a fact of life support resources
Food - a fact of life support resources
Free resources for teaching young people about where food comes from, cooking and healthy eating.
Teaching STEM through stories
Teaching STEM through stories
Children’s stories provide a great context for learning STEM. Explore STEM.org.uk learning resource packages based around popular children’s books and discover the STEM hidden in a book.
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