You may be thinking: “Really? I work with preschoolers and I am certainly not an engineer or mathematician. How can I possibly teach the children these things?”
Fortunately, if provided with the proper environment, materials, experiences and encouragement, children will do what comes naturally and EXPLORE! This activity page highlights how STEM experiences can be included in the early childhood classroom.
Every classroom needs a block corner
The variety of blocks available has increased tremendously yet wooden unit blocks are among the best at encouraging an understanding of mathematical concepts. Storing them by size in accessible shelving contributes to the learning experience. Including and rotating items such as toy animals, vehicles, signs, maps, measuring tools, etc. will add interest to this area.
Ask open-ended questions to develop the scientist in children.
- There are no right or wrong answers.
- Children are encouraged to think creatively.
- Create an atmosphere of learning together.
- Encourage exploration and problem solving.
STEM in the kitchen
Cooking activities can be enhanced by focusing on:
- measuring ingredients
- changes that occur with temperature, mixing
- textures of ingredients
- tasting, touching, smelling
- predicting what will happen
Why STEM?
Historically the focus has not been on teaching science and math in the early years. Research confirms that children acquire knowledge of their world through exploration and experimentation. This emphasizes the importance of using these early years to encourage exploration, experimentation, and discovery - core concepts in STEM.
Laying a foundation in STEM early in life will help children to gain a scientific approach and perhaps even an interest in a future profession in math or science.
Technology in the early childhood classroom has undergone great debate. As professionals this is one area that is difficult to avoid. Today's children are exposed to a variety of technologies in most areas of their world. NAEYC has addressed these legitimate concerns, as well as the need for developmentally appropriate practices, as technology is included more in the home NAEYC Position Statement.
Take it apart!
Deconstruction is a great way for children to learn how things are put together and how they work. Gather household items that have been checked for safety. Provide children with tools and safety gear, such as safety glasses, if needed. Ask the children what they are interested in learning more about. Find those items for them to take apart. Stretch these learning experiences by providing materials to document their findings!
Math manipulatives can be found everywhere if you look and think creatively. Enrich math activities by using math vocabulary. Some ideas:
- Rocks, shells, twigs
- Plastic toys, checkers, bread ties
- Animal crackers, goldfish, gummy worms
With these items children can:
- Sort by color, size, shape, etc. Ice cube trays and muffin tins provide good visual prompts for sorting.
- Collect sets of small objects, dividing like items into small containers. Children choose two containers, predict which has the most objects and estimate how many are in each container. Open the containers, count items in each to see which actually has more and which less.
- Graph objects according to size, weight, colors, etc.
- Measure and weigh using rulers and small food scales.
- Identify details with magnifying glasses and microscopes.
Encourage creative building
In the classroom box of collage materials include three dimensional items that allow children to build structures in addition to "flat" artwork. Also provide them with tapes and glues sturdy enough to attach their structures. Ask for donations to build your 3-D supply box.
- Cardboard tubes of all sizes.
- Milk jugs of all sizes.
- Various boxes.
- Sticks, dowels, scrap wood
CAUTION:
Young children can choke on small objects and toy parts. All items used for children under three years of age and any children who put toys in their mouths should be at least 1¼ inch in diameter and between 1 inch and 2¼ inches in length. Oval balls and toys should be at least 1¾ inch in diameter. Toys should meet federal small parts standards. Any toys or games labeled as unsuitable for children under three should not be used.
Other items that pose a safety risk and should not be accessible to children under three include, but are not limited to: button batteries, magnets, plastic bags, styrofoam objects, coins, balloons, latex gloves, and glitter.
Activities 16-4
