Scholarlink

<p>This research aims to contribute to the field of inclusive early childhood education. It is a case study that explores creative approaches to STEM (science, technology, education, and mathematics) education in the context of an inquiry-based design project. The participants are three children (two girls and one boy, 6 to 7&#xa0;years old) with diverse cognitive abilities and their teacher. The children created and tested prototypes, identified problems and developed solutions. The two research objectives are to examine children’s creative products and processes; and to identify the features of the pedagogical approach that supported their engagement in the project. The data set consists of classroom video recordings and pictures, unstructured interviews with the teacher, and field notes. Results show that all children were able to successfully develop original and functional products through creative processes. In addition, the teacher’s strategies that supported the children’s performances are identified. Her practices were responsive and positioned the children’s emotions at the center of teaching. It is suggested that a creative approach, paired with tailored scaffolding in an emotionally safe environment fosters inclusion.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Creative Approaches for Inclusive STEM Learning in Early Years

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年4月28日

查看全文
  • Sabela Fernández Monteira

摘要

This research aims to contribute to the field of inclusive early childhood education. It is a case study that explores creative approaches to STEM (science, technology, education, and mathematics) education in the context of an inquiry-based design project. The participants are three children (two girls and one boy, 6 to 7 years old) with diverse cognitive abilities and their teacher. The children created and tested prototypes, identified problems and developed solutions. The two research objectives are to examine children’s creative products and processes; and to identify the features of the pedagogical approach that supported their engagement in the project. The data set consists of classroom video recordings and pictures, unstructured interviews with the teacher, and field notes. Results show that all children were able to successfully develop original and functional products through creative processes. In addition, the teacher’s strategies that supported the children’s performances are identified. Her practices were responsive and positioned the children’s emotions at the center of teaching. It is suggested that a creative approach, paired with tailored scaffolding in an emotionally safe environment fosters inclusion.