STEM in the Early Early Education Round Table

Laura Johnson,
Ed. M.
Jenne Parks,
M.Ed.
Dale McManis,
Ph.D.
May 8, 2014
STEM IN EARLY
EDUCATION ROUND
TABLE
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STEM in Early
Education
Round TableWHO ARE YOU?

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@lkjohnson6
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TODAY’S SPEAKERS
Laura Johnson, Ed.M.
Harvard University
Jenne Parks, M.Ed.
Hatch Early Learning
Dale McManis, Ph.D.
Hatch Early Learning

What
is
STEM?

•  STEM
itself
is
an
acronym
for
Science,
Technology,

Engineering,
and
Math.

•  Fun
Fact:
Na9onal
Science
Founda9on
(NSF)
began

using
“SMET”
as
shorthand
for
“science,

mathema9cs,
engineering,
&
technology”
in
90s.

•  An
NSF
program
oﬃcer
complained
“SMET”

sounded
much
like
“smut,”
the
switch
was
made
to

the
“STEM”
acronym.

Sanders
2009

POLL

How
much
emphasis
is
placed
on
STEM
Educa9on
in
your

ECE
work/program?

o  Huge
and
well-‐established

o  Gaining
momentum

o  Very
inconsistent

o  Basically
not
happening

o  I
don’t
work
directly
in
ECE

Spoiler
Alert!

STEM
&
ECE
are
Perfect
Together….

Both
share
a
focus
on:

•  Explora9on,
discovery,
crea9vity

•  Integrated,
mul9-‐disciplinarian
approach

•  Learner-‐centeredness
in
a
social
context

STEM
Educa@on

•  STEM
educa9on
can
be
thought
of
as
a
“meta-‐discipline”

•  Integrated
STEM
educa9on:
“Transforming
tradi9onal

classrooms
from
teacher-‐centered
instruc9on
into
inquiry-‐
based,
problem
solving,
discovery
zones
where
children

engage
with
content
to
ﬁnd
solu9ons
to
problems

(Fioriello,
2010).”

Fioriello
2010
in
Howard-‐Brown
&
Mar9nez
2012

And
the
“A”
in
STEAM?

•  Many
people
propose
using
the
term
STEAM
where
the
A

indicates
the
arts.

•  This
is
suggested
as
individuals
must
also
be
crea9ve
and
use

cri9cal
thinking
skills
which
are
supported
through
exposure
to

and
experience
with
the
arts.

Image
from
psarts.org

Integrated
STEM
Educa@on

•  First,
what
it’s
NOT!

–  Not
intended
to
be
a
new
stand-‐alone
school
subject

with
“integra9ve
STEM
educa9on”
licensing
and

regula9ons

•  What
it
is!

–  Thinking
about
bringing
elements
from
the
four
areas

together
in
lessons

–  Finding
ways
to
build
cross-‐disciplinarian
teams

Image
from
Purdue
Univ

Why
So
Much
Focus
on
Early
Learners?

•  Interest
&
mo9va9on
high
in
pre-‐k
and
early

elementary

•  Even
though
under-‐taught

BUT

•  Drops
oﬀ
drama9cally
by
middle
elementary

•  Even
though
more
instruc9on

ECE
Can
Help
It
“S@ck”

Much
like
ECE,
integra9ve
STEM
educa9on
is
ﬁrmly
grounded

in
decades
of
cogni9ve
science,
par9cularly
construc9vism.

Shared
themes:

•  “Learning
is
a
construc/ve,
not
a
recep/ve,
process.

•  Mo/va/on
and
beliefs
are
integral
to
cogni/on.

•  Social
interac/on
is
fundamental
to
cogni/ve
development.

•  Knowledge,
strategies,
and
exper/se
are
contextual.”

Bruning
et
al

2004
in
Sanders
2009

ECE
Challenges
for
STEM
Ed

•  Inconsistency
in
teacher
training
for
STEM

•  Diverse
learning
standards

•  Lack
of
funding

•  Lack
of
good
curriculum
&
materials

•  False
dichotomy
of
play
vs
instruc@on

•  Teacher
discomfort
w/content

But
PD
can
make
a
huge
diﬀerence!

EDC
&
NSF
2013;
Howard-‐Brown
&
Mar9nez
2012

Image
from
marathonna9on.us

Trajectories
for
STEM

Closing
Message….

Dr.
Doug
Clements
advises
that
learning
trajectories

that
are
research-‐based
and

embedded
in
curricula
are
a
cri9cal
facet
of
eﬀec9ve
early
STEM
educa9on:

“STEM
learning
trajectories
start
with
a
goal
and
involve
a

developmental
progression—students’
successive
levels
of

thinking
related
to
the
goal.
Based
on
their
understanding
of

students’
thinking,
teachers
ﬁne-‐tune
ac9vi9es
to
help
students

move
along
the
developmental
progression
to
achieve
the
goal.”

EDC
&
NSF
2013

“We've
arranged
a
civiliza9on
in
which
most
crucial
elements
profoundly

depend
on
science
and
technology.
We
have
also
arranged
things
so

that
almost
no
one
understands
science
and
technology.
This
is
a

prescrip9on
for
disaster.”

–
Carl
Sagan,
American
astronomer,
astrophysicist,
cosmologist,
author

•  In
the
past
10
years
the
number
of
STEM
jobs

grew
three
@mes
faster
than
non-‐STEM
jobs.

Why
is
STEM
educa9on
a
na9onal

priority?

•  In
the
past
10
years
the
number
of
STEM
jobs

grew
three
@mes
faster
than
non-‐STEM
jobs.

•  In
the
next
10
years
the
Bureau
of
Labor

Sta9s9cs
expects
the
United
States
to
create
9.2

million
jobs
in
STEM
ﬁelds.

Why
is
STEM
educa9on
a
na9onal

priority?

•  In
the
past
10
years
the
number
of
STEM
jobs
grew

three
@mes
faster
than
non-‐STEM
jobs.

•  In
the
next
10
years
the
Bureau
of
Labor
Sta9s9cs

expects
the
United
States
to
create
9.2
million
jobs

in
STEM
ﬁelds.

•  On
average,
STEM
workers
earn
26
percent
more

than
their
counterparts.

Why
is
STEM
educa9on
a
na9onal

priority?

Indicators
of
Eﬀec9ve
PreK
Curriculum

•  Children
are
ac@ve
and
engaged.

•  Valued
content
is
learned
through
inves@ga@on

and
focused,
inten@onal
teaching.

•  Curriculum
builds
on
prior
learning
and

experiences.

•  Curriculum
is
comprehensive.

•  Curriculum
is
likely
to
beneﬁt
children.

-‐
NAEYC/NAECS-‐SDE

STEM
+
early
childhood

=
future
success

Illustra9on
by
Kali
Ciesemier

curiosity

crea9vity

collabora9on

cri9cal

thinking

curiosity
crea9vity

collabora9on

cri9cal

thinking

STEM

in
ECE

curiosity
crea9vity

collabora9on

cri9cal

thinking

STEM

in
ECE

Asking
“why?”

and
“how?”

curiosity
crea9vity

collabora9on

cri9cal

thinking

STEM

in
ECE

Asking
“why?”

and
“how?”

Helping
children

think
about
their

own
thought

process

“If
the
child
is
going
to
control
and
direct
his
own

thinking,
in
the
kind
of
way
we
have
been

considering,
he
must
become
conscious
of
it.”

-‐
Jean
Piaget

curiosity
crea9vity

collabora9on

cri9cal

thinking

STEM

in
ECE

Asking
“why?”

and
“how?”

Helping
children

think
about
their

own
thought

process

Using

mathema9cal

and
scien9ﬁc

language

curiosity
crea9vity

collabora9on

cri9cal

thinking

STEM

in
ECE

Asking
“why?”

and
“how?”

Helping

children
think

about
their

own
thought

process

Linking

concepts

across
a
variety

of
situa9ons

Using

mathema9cal

and
scien9ﬁc

language

How
many
of
you
are
familiar
with
Piaget’s

concepts
of
“schema”
and
“adapta9on?”

o  I’ve
never
heard
of
them.

o  I’ve
heard
of
them,
but
don’t
understand
them.

o  I
somewhat
understand
them.

o  I
have
an
in-‐depth
understanding
of
those
concepts.

Poll

New
Situa9on
Disequilibrium

Assimila9on

Equilibrium

Ini9al
Schema

for
Dogs

Process
of
Adapta9on:
Assimila9on

Reorganized

Ini9al
Schema

including
Barking

Exis9ng
Schema

for
Dogs

Process
of
Adapta9on:
Accommoda9on

Exis9ng
Schema

for
Dogs

New
Schema
for

Cats

New
Situa9on
Disequilibrium

Assimila9on

Equilibrium

Accommoda9on

New
Situa9on
Disequilibrium

Assimila9on

Equilibrium

Accommoda9on

Process
of
Adapta9on:

Assimila9on
and
Accomoda9on

curiosity
crea9vity

collabora9on

cri9cal

thinking

STEM

in
ECE

Asking
“why?”

and
“how?”

Providing

opportuni9es
for

open-‐ended

explora9on

Helping

children
think

about
their

own
thought

process

Linking

concepts

across
a
variety

of
situa9ons

Using

mathema9cal

and
scien9ﬁc

language

curiosity
crea9vity

collabora9on

cri9cal

thinking

STEM

in
ECE

Asking
“why?”

and
“how?”

Providing

opportuni9es
for

open-‐ended

explora9on

Encouraging

crea9ve

thought

Helping

children
think

about
their

own
thought

process

Linking

concepts

across
a
variety

of
situa9ons

Using

mathema9cal

and
scien9ﬁc

language

curiosity
crea9vity

collabora9on

cri9cal

thinking

STEM

in
ECE

Asking
“why?”

and
“how?”

Star9ng
from

real
world

experiences

Providing

opportuni9es

for
open-‐
ended

explora9on

Encouraging

crea9ve

thought

Helping

children
think

about
their

own
thought

process

Linking

concepts

across
a
variety

of
situa9ons

Using

mathema9cal

and
scien9ﬁc

language

curiosity
crea9vity

collabora9on

cri9cal

thinking

STEM

in
ECE

Asking
“why?”

and
“how?”

Star9ng
from

real
world

experiences

Providing

opportuni9es
for

open-‐ended

explora9on

Encouraging

crea9ve

thought

Helping
children

think
about
their

own
thought

process

Linking

concepts

across
a
variety

of
situa9ons

Using

mathema9cal

and
scien9ﬁc

language

STEM
KIT:
ENGINEERING
ROBOTICS

STEM
KIT:
UP,
OVER
&
ON
WE
GO!

5

STEM
KIT:
UP,
OVER
&
ON
WE
GO!

STEM
Kit:
It’s
All
in
the
Box!

STEM
KIT:
GRAVITY-‐
IF
IT
GOES

UP,
WILL
IT
COME
DOWN?

STEM
KIT:
GRAVITY-‐
IF
IT
GOES
UP,
WILL
IT
COME
DOWN?

¡  EDC & NSF. 2013. STEM Smart Brief: Nurturing STEM Skills in Young
Learners PreK-3rd.
http://successfulstemeducation.org/resources/nurturing-stem-skills-young-
learners-prek%E2%80%933
¡  McManis LD. 2014. Research-Basis Whitepaper for Hatch Innovations:
Solutions for Success in an Early Learning Environment.
http://hatchearlylearning.com/?wpfb_dl=110
¡  Sanders M. 2009. STEM, STEM Education, STEMmania. The Technology
Teacher, Dec/Jan, 20-26.
http://esdstem.pbworks.com/f/TTT+STEM+Article_1.pdf
¡  Howard-Brown B. & Martinez D. 2012. Engaging Diverse Learners Through
the Provision of STEM Education Opportunities.
http://secc.sedl.org/resources/briefs/diverse_learners_STEM/
¡  Bredekamp S. & Pikulski J. 2005. Principles of an Effective Preschool
Curriculum.
http://www.eduplace.com/prek/pdf/prek-naeyc.pdf
SOURCES

STEM in Early
Education
Round Table
QUESTIONS?

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that help
children to
blossom.
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THAT REALLY
WORKS
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Thursday, May 22nd 2014
2-3:30 PM ET

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STEM in the Early Early Education Round Table

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