Don’t Fear STEM—You Already Teach It!

STEAM education
October 18, 2017

Bib. Information Allen, A. (2016). Don't fear STEM--You already teach it! Exchange,(231), 56-
(APA Formatting): 59. Retrieved October 18, 2017.
Author(s) Affiliation: Andy Allen is a former science teacher who uses innovative training methods to
instruct teachers of STEM education. He is now the director of Curriculum
Development for Science Adventures.
Type of Resource: This is a trade article informing teachers of classroom routines that can be
(Scholarly related to STEAM education
/Trade/Other)
Summary of essential  STEM education prepares students for the future job market
information:  Processes are just as important as content
 Allow children to use their existing knowledge to investigate, find
answers, and form conclusions
 STEM is relevant to many facets of children’s lives with cross-curricula
approaches
 Goal is to develop critical thinking, creative thinking, communication,
and collaboration
Way in which this This article addresses STEAM education in early childhood education as block
source influences the play and whole child development are key components to STEAM education.
field related to your
inquiry (ex. Math
teaching/learning
elementary)
Potential relevance to This relates to my study as it describes the children’s experiences by
your research topic documenting child conversations to understand their thinking and methods of
and study: problem-solving.

Stage of action This article will be used in the background and design of the research project
research where the because it helped me develop my research question surrounding social,
source will be used: language, and cognitive development. This article helped me learn how
S.T.E.A.M. could be beneficial to children in their development of skills they
need in life.
 From STEM to STEAM: How Early Childhood Educators Can Apply Fred Rogers’ Approach
STEAM education
October 18, 2017

Bib. Information Sharapan, H. (2012). From STEM to STEAM: How early childhood educators
(APA Formatting): can apply Fred Rogers' approach. Young Children,2(3), 36-40.
Retrieved October 18, 2017.

Author(s) Affiliation: Hedda Sharapan, MS in child development, is director of early

childhood initiatives for the Fred Rogers Company in Pittsburgh.
Type of Resource:  This is a trade article that informs teachers of a different approach to
(Scholarly teaching STEAM to young children.
/Trade/Other)
Summary of essential  Adding arts into STEM makes it easier to incorporate STEAM into the
information: classroom routine
 Build a foundation on science-related knowledge, with the arts allowing
children to express their ideas and create meaning
 “understanding the world around us”
 Much more about inquiry-based thinking and discovery than direct
teaching and learning facts
 Build on everyday moments use experiences in the children’s
immediate world to take advantage of knowledge around them
 Use child interests to engage them in learning experiences
 Allow child questions and use more open-ended questions to encourage
child talk
 Include literature (fiction and non-fiction) for multidisciplinary learning

Way in which this This article addresses STEAM education in early childhood education by
source influences the explaining the different ways teachers can create engaging experiences for
field related to your children and teach them to different ways to look at the world and make their
inquiry (ex. Math own interpretations of what is happening around them.
teaching/learning
elementary)
Potential relevance to This relates to my study as it describes ways for children to have rich
your research topic experiences in STEAM education by engaging with their world in meaningful
and study: ways.

Stage of action This article served as background knowledge to prepare myself, as a teacher,
research where the to provide meaningful experiences in the S.T.E.A.M. lab. It also supported
source will be used: my findings by explaining ideas that coincided with the data I collected.
Lastly, this article provided me with ideas to help the other teachers in the
school learn about S.T.E.A.M. and feel more comfortable using S.T.E.A.M.
in their classrooms.
 STEM Use in Early Childhood Education: Viewpoints From the Field
STEAM education
October 18, 2017

Bib. Information Linder, S. M., Emerson, A. M., Heffron, B., Shevlin, E., & Vest, A. (2016).
(APA Formatting): STEM use in early childhood education: Viewpoints from the
field. Young Children,71(3), 87-91. Retrieved October 18, 2017.
Author(s) Affiliation: Sandra M. Linder, PhD, is an associate professor of
early childhood mathematics education at Clemson
University. Her research centers on supporting teacher
practices and student understandings related to early
childhood mathematics.
Andrea M. Emerson, MS, is a doctoral student at
Clemson University, in the Eugene T. Moore College of
Education, Clemson, South Carolina. Andrea works with
birth to 5 early learning centers studying teacher beliefs,
children’s social–emotional development, and preparation
for school.
Bradley Heffron,is a graduate of Clemson University
with a degree in elementary education.
Elizabeth Shevlin,is a graduate of Clemson University
with a degree in elementary education. Elizabeth has
worked with Dr. Sandra Linder conducting research
on current classroom teacher’s usage and knowledge
of STEM.
Alison Vest,is a graduate of Clemson University with a
degree in elementary education. She plans to continue her
use of STEM education in her own classroom setting.
Type of Resource:  This is a trade article that takes real problems encountered by
(Scholarly educators during STEAM education and the authors offer solutions that
/Trade/Other) can inform their practice.
Summary of essential  Process of inquiry is similar across the disciplines of STEAM
information:  Incorporate investigation into lessons to strengthen inquiry
 Repurposed materials are free and effective for STEAM learning
 Focus on the process of learning
 Encourages meaningful experiences as the children make connections
between content areas
 Relate learning to children’s lives
 Make literacy connections after getting more comfortable
 Flexibility
 Encourage collaboration between children
Way in which this This article addresses STEAM education in early childhood education by
source influences the explaining the different ways teachers can create engaging experiences for
field related to your children based on their own level of comfort with teaching STEAM.
inquiry (ex. Math
teaching/learning
elementary)
Potential relevance to This relates to my study as it describes ways the teachers can make STEAM
your research topic experiences meaningful for their students.
and study:
Stage of action This article also served as background knowledge to prepare myself, as a
research where the teacher, to provide meaningful experiences in the S.T.E.A.M. lab. It also
source will be used: supported my findings by explaining ideas that coincided with the data I
collected. Lastly, this article provided me with ideas to help the other teachers
in the school learn about S.T.E.A.M. and feel more comfortable using
S.T.E.A.M. in their classrooms.
 Engineering Curriculum in the Preschool Classroom: The Teacher’s Experience
STEAM education
October 18, 2017

Bib. Information Bagiati, A. & Evangelou, D. (2015). Engineering curriculum in the preschool
(APA Formatting): classroom: The teacher's experience. European Early Childhood
Education Research Journal,23(1), 112-128. Retrieved October 18,
2017.

Author(s) Affiliation: Aikateri Bagiati and Demetra Evangelou

Type of Resource: Scholarly article on a research-based study

(Scholarly
/Trade/Other)
Summary of essential  S.T.E.A.M. needs to be developmentally appropriate and culturally
information: sound to steer children’s attention to otherwise familiar material through
a new perspective
 Education resources on engineering limited
 Lack of formal exposure to engineering causes teachers to be hesitant to
implement it into their curriculum
 teachers need to allow free-play time to give children the opportunity to
incorporate ideas and constructions into their free play
 To teach children and freely encourage their play in directions that
resemble, encourage and otherwise recognize that to create is human
and that engineers are human beings highly devoted to the creation of
the human made world in which we all reside and from which we
benefit.
 We contend that the known principles of close observation followed by
careful intervention at the individual and group level are very much
applicable
 Teachers receive training on the meaning of engineering and how to
lesson plan for engineering

Way in which this This article addresses how engineering can be implemented into a preschool
source influences the curriculum. It discusses teacher frustration with engineering and how to
field related to your implement activities that teach engineering in a simple way for children and
inquiry (ex. Math teachers to comprehend.
teaching/learning
elementary)
Potential relevance to This relates to my study as it discusses teacher frustration and ways to
your research topic implement engineering, since the teachers in my school are not completely
and study: comfortable with teaching engineering.

Stage of action This article was used to support my findings in engineering. I was able to
research where the make connections between the literature and the observations I made with my
source will be used: kindergarten students. This article also supported teacher discomfort, as Ms.
Hillie felt, so I will use this article for future teaching as a way to help the
other teachers of my school become more comfortable using S.T.E.A.M.
 Adventures in STEAM
STEAM education
October 18, 2017

Bib. Information Gaw, C. (2014). Adventures in STEAM. Arts & Activities,155(5), 15-15.
(APA Formatting): Retrieved October 18, 2017.
Author(s) Affiliation: Clyde Gaw has been teaching art since 1984. He is the advocacy advisor for the
Art Education Association of Indiana and has been a member of Teaching for
Artistic Behavior since 2004.
Type of Resource: This is a trade article to explain techniques and methods for utilizing block play
(Scholarly in the elementary classroom.
/Trade/Other)
Summary of essential  sensory-based learning experiences are critical in the acquisition of
information: learning new content, skills, and memory
 teacher observes and asks open-ended questions, which results in less
direct instruction
 block is a natural place for children to learn about art and building
design
 encourages peer-to-peer dialogue for problem solving development
 children will learn a variety of content in geometry, force, and gravity to
develop critical thinking skills
 use imagination to develop architectural structures, fantasy landscapes,
and dramatic environments
 sensory based learning experiences critical to the acquisition of learning
new content
Way in which this This article addresses STEAM education in early childhood education as block
source influences the play and whole child development are key components to STEAM education.
field related to your
inquiry (ex. Math
teaching/learning
elementary)
Potential relevance to This relates to my study as it describes the children’s experiences by
your research topic documenting child conversations to understand their thinking and methods of
and study: problem-solving.

Stage of action This article was used as background knowledge to help me set up and design
research where the the layout of the S.T.E.A.M. lab. The ideas in this article informed me of
source will be used: valuable materials to put into the lab for child exploration. This also helped
support my findings, as I made connections between the experiences
described in the article and the child experiences described in my findings.
 Creating STEM Kits for the Classroom
STEAM education
October 18, 2017

Bib. Information Carroll, K., & Scott, C. (2017). Creating STEM kits for the classroom. Science
(APA Formatting): & Children,55(1), 36-41. Retrieved October 18, 2017.
Author(s) Affiliation: Kimberly Carroll is an assistant professor of early childhood education at
Coastal Carolina University in Conway, South Carolina. Catherine Scott is an
assistant professor of elementary mathematics and science education at Coastal
Carolina University.
Type of Resource: This is a research study describing how preservice teachers develop and assess
(Scholarly STEM lessons.
/Trade/Other)
Summary of essential  STEM blends nicely with young children’s natural learning
information: progressions, including asking questions, testing ideas, working
together, and exercising curiosity and creativity through play
 With younger children, STEM methods may focus on topics that engage
and interest kids or address phenomena/problems that affect their lives
 Core considerations for STEM require teachers to know about child
development and learning
 Teachers can identify the acronym of STEM but have trouble describing
what it looks like in an early childhood classroom
 Teachers must be able to translate content in a meaningful way to young
children
 Good curriculum builds on prior learning and experience
 Teacher must include some direct instruction to help children develop
their ideas
 Consider the time of year for teaching STEM investigations based on
child development milestones

Way in which this This article addresses how to create STEM investigations for young children
source influences the that are developmentally appropriate, and it discusses teacher roles in teaching
field related to your STEM in early childhood education.
inquiry (ex. Math
teaching/learning
elementary)
Potential relevance to This relates to my study because it discusses how teachers can create their own
your research topic materials and investigations to meet the specific developmental needs of their
and study: students. It explains what teachers need to consider when designing STEM
lessons for young children which will help me train the teachers in my school to
become more effective STEM educators.

Stage of action This article was used as background knowledge to help me set up and design
research where the the layout of the S.T.E.A.M. lab. The ideas in this article informed me of
source will be used: valuable materials to put into the lab for child exploration. This also helped
support my findings, as I made connections between the experiences
described in the article and the child experiences described in my findings. I
will use this article for my future teaching as I try to make collaborative
projects in science and math. Also this article can be valuable to other
teachers who need extra support in creating a S.T.E.A.M. environment.
 A Hearts-On, Hands-On, Minds-On Model for Preschool Science Learning
Whole Child Teaching
October 18, 2017

Bib. Information Trundle, K. C., & Smith, M. M. (2017). A hearts-on, Hands-on, Minds-on
(APA Formatting): model for preschool science learning. Young Children,72(1), 80-86.
Retrieved October 18, 2017.
Author(s) Affiliation: Kathy Cabe Trundle, PhD, is a professor and department head of STEM
Education at North Carolina State University. Mandy McCormick Smith, PhD
is an assistant professor in the Education Department at Capital University in
Columbus, Ohio.
Type of Resource: This is a trade article to inform educators of techniques and methods for
(Scholarly teaching preschool science
/Trade/Other)
Summary of essential  Effective science instruction in preschool classrooms offers children
information: opportunities to negotiate and explore new materials
 Giving students time to explore and play with new materials is an
important part of the learning cycle
 5E Learning Cycle: engagement, exploration, explanation, elaboration,
evaluation
 Implicit learning occurs when young children are engaged based on
their own curiosities and questioning processes.
 Vygotsky’s theory of using and manipulation of objects in children’s
play to promote thought development
 Play, Explore, Discuss preschool learning cycle
 Play seen as “hearts-on” to stimulate children’s curiosity and
creativity give children time to use materials and observe play ask
open-ended questions
 Exploration seen as “hands-on” to foster more explicit and intentional
learning ask questions that guide children to plan, predict, observe,
and record data time to develop collaboration
 Discussion seen as “minds-on” to make sense of observations and
data scaffolding language by linking science vocabulary to children
word usage make connections with explorations to real world
Way in which this This article addresses how science education in preschool classrooms can
source influences the teach to the “whole child” and meet the various needs of children in this age
field related to your group.
inquiry (ex. Math
teaching/learning
elementary)
Potential relevance to This relates to my study because it describes how teaching science can meet the
your research topic developmental needs of the “whole child” in preschool.
and study:
Stage of action This article was used as background knowledge to strengthen my own
research where the S.T.E.A.M. practices prior to data collection. It also discussed child
source will be used: experiences in S.T.E.A.M. so I used it to help my decision with how I wanted
to code my data. It supported my findings as I was able to make connections
between the raw data and literature to make my conclusions viable.
 STEM Starts Early!
STEM education
March 7, 2018

Bib. Information Friedman, S. (2016). STEM starts early! Retrieved March 07, 2018, from
(APA Formatting): https://www.naeyc.org/resources/blog/stem-starts-early
Author(s) Affiliation: Susan Friedman is Senior Director, Content Strategy and Development at
NAEYC
Type of Resource: This is blog on NAEYC’s website discussing relevant topics to early childhood
(Scholarly education
/Trade/Other)
Summary of essential  Exposure to quality, hands-on STEM learning opportunities is a key
information: predictor of children’s school success
 NAEYC is dedicated to creating and sharing rich content to support
teachers and families who engage children in STEM learning
 Museum exploration helps families engage in STEM learning
 “toys as tools” and “bathtime science” support STEM learning in fun,
affordable ways that are equitably accessible
 STEM can be daunting but NAEYC provides workshops to integrate
STEM into daily routines

Way in which this This article addresses ways NAEYC can support educators and families in ways
source influences the STEM can be integrated into education at school and home.
field related to your
inquiry (ex. Math
teaching/learning
elementary)
Potential relevance to This relates to my study because it provides links and ideas that can be shared
your research topic with early childhood educators and families to make STEM a part of daily
and study: education routine.

Stage of action This article was used after I made the decision to collect data on toddlers and
research where the kindergarteners instead of a range of age groups from one to six. Since I am
source will be used: the kindergarten teacher, I wanted to learn more about the toddler end of the
S.T.E.A.M. spectrum to learn what data would be valuable and age
appropriate for that class.
 Six Models for Early Childhood STEAM
STEAM education
March 7, 2018

Bib. Information Mason, C., & Harris, O. (2016). Six models for early childhood STEAM.
(APA Formatting): Retrieved March 07, 2018, from
http://www.seenmagazine.us/Articles/Article-
Detail/ArticleId/5936/SIX-MODELS-FOR-EARLY-CHILDHOOD-
STEAM
Author(s) Affiliation: Christine Mason, Ph. D., is Executive Director at the Center for Educational
Improvement (CEI) in Vienna, Virginia. Orinthia Harris, M. Ed., is a dynamic
educator with over 10 years experience both inside and outside the classroom.
Type of Resource: This is a trade article, published on the Southeast Education Network
(Scholarly
/Trade/Other)
Summary of essential  STEAM provides an excellent way to engage young children in learning
information: and to help them express their understanding in creative ways
 Draw conclusions about how things work, how to build or develop and
how to improve their designs
 STEM meets intellectual goals and academic goals meets academic
standards, and develop reasoning, hypothesizing, predicting, the quest
for understanding and conjecturing, as well as the development and
analysis of ideas
 Speculated that it has taken a few years for STEAM to reach early
childhood because adults, including educators, underestimate the skills,
abilities and potential of young children
 Nature and Imaginative Play understanding nature; measure a child’s
imaginative play: use of roles, language, time, and props
 Art used to display understanding or creative interpretation of what they
learn or what they are thinking
 Maker spaces allow students to use “tools” to understand the
engineering process of imagining, designing, creating and refining
 Learning centers used for students to explore materials and create their
own ideas to make sense of their world
 Involving parents and the community to help with planning and
implementing STEM volunteers to perform demonstrations, visit
community parks and nature centers
 Teacher workshops for professional development to effectively teach
STEM to their students
Way in which this This article addresses different ways to implement STEAM in an early
source influences the childhood setting, and it discusses how STEAM fosters the development of
field related to your language, cognitive skills, and creativity.
inquiry (ex. Math
teaching/learning
elementary)
Potential relevance to This relates to my study because it offers ideas to make the S.T.E.A.M. lab in
your research topic my school more developmentally appropriate for the younger children in the
and study: program. With the different suggestions, S.T.E.A.M. can meet many
developmental needs of young children.

Stage of action This article was used after I made the decision to collect data on toddlers and
research where the kindergarteners instead of a range of age groups from one to six. Since I am
source will be used: the kindergarten teacher, I wanted to learn more about the toddler end of the
S.T.E.A.M. spectrum to learn what data would be valuable and age
appropriate for that class. I will also use this article for future implications by
providing the other teachers with these ideas to successfully implement
S.T.E.A.M. into their teaching.
 Everything You Wanted to Know about STEM for Toddlers
STEAM education
March 26, 2018

Bib. Information Hand, J. (2018). Everything You Wanted to Know About STEM for Toddlers.
(APA Formatting): Retrieved March 26, 2018, from https://preschoolsteam.com/stem-
activities-toddlers/
Author(s) Affiliation: Jamie Hand is a STEAM educator and art instructor with over 12 years of
experience in the field.
Type of Resource: This is a webpage, posted on Ms. Hand’s teacher blog.
(Scholarly
/Trade/Other)
Summary of essential  provide materials, experiences, and opportunities for children to
information: explore, discover and be curious.
 Create a safe learning environment for children to have natural learning
experiences for discovery and inquiry
 Science for toddlers are all about sensory stimulation to understand the
world around them
 Go outside and explore with nature; paint the pavement with water; add
shaving cream to classroom materials; explore/build with ice; enjoy
mud and construction vehicles
 Technology for toddlers is using “tools” to make a job easier, not just
electronics
 Ask open-ended questions with and without tools for toddlers to make
sense of their functions
 Engineering is for toddlers to design, create, and build things that work.
It segues into creative thinking and problem-solving.
 STEAM art is process-oriented to focus on the creative process instead
of the product.
 Use art materials that give different sensory experiences
 Math for toddlers should be integrated into their play to encourage
positivity around math

Way in which this This article addresses different ways to implement STEAM in a toddler
source influences the classroom. It focuses on activities that are age appropriate for the toddler age
field related to your group (1-3 years old).
inquiry (ex. Math
teaching/learning
elementary)
Potential relevance to This relates to my study because it offers ideas to make the S.T.E.A.M. lab in
your research topic my school more developmentally appropriate for the younger children in the
and study: program. With the different suggestions, S.T.E.A.M. can meet many
developmental needs of young children.

Stage of action This article was used after I made the decision to collect data on toddlers and
research where the kindergarteners instead of a range of age groups from one to six. Since I am
source will be used: the kindergarten teacher, I wanted to learn more about the toddler end of the
S.T.E.A.M. spectrum to learn what data would be valuable and age
appropriate for that class. I will also use this article for future implications by
providing the other teachers with these ideas to successfully implement
S.T.E.A.M. into their teaching.
 Infant and Toddler STEM: Science, Technology, Engineering and Math
STEAM education
March 26, 2018

Bib. Information Joslin, L., & Boyd, S. (n.d.). Infant and toddler STEM: Science, Technology,
(APA Formatting): Engineering and math[Scholarly project]. Retrieved March 26, 2018,
from https://depts.washington.edu/cqel/PDFs/Presentations/Infant &
Toddler STEM NW Institute 2014 Powerpoint.pdf
Author(s) Affiliation: Lindsey Joslin and Soleil Boyd are affiliated with the Center of Research and
Professional Development at the University of Washington.
Type of Resource: This is a powerpoint presentation from the University of Washington,
(Scholarly presented by the contributors.
/Trade/Other)
Summary of essential  Science is a way of thinking; technology and engineering are ways of
information: doing; math is a way of measuring
 Understanding the world around them is an early indicator of a child’s
scientific thinking when they enter school
 Infants and toddlers can engage in science with their natural curiosity,
repeat actions that have an interesting effect, and through nature
exploration
 Teachers can connect new experiences in science with previous science
explorations
 Observing and describing; comparing and sorting; questioning and
predicting
 Use the scientific method: make observation; form hypothesis; perform
the experiment; analyze the data; report findings; invite others to
reproduce results
 Mathematical ideas introduced to children’s play and every day
experiences
 Children engage in self-guided discoveries to understand math concepts
 Adult support is essential in moving mathematical development along
 See differences in group sizes (infants)
 Toddlers can typically do tasks in home and natural environments
before they demonstrate them in laboratory settings
 Can match small sets to numerals
 Movement and motor skills can play into spatial sense
 “Mathematizing” use math language and math ideas in everyday
situations
 Technologies are tools created to solve a problem through engineering
 Block building improves children’s spatial sense
 Block play development: object representation; combining blocks in
one-dimensional sense (stacks and trains); two-dimensional sense
(walls); three dimensional space with “inside”; complex structures
 Plan to provide a variety of materials that are age appropriate and help
children make sense of their discoveries using science and math
 language
Way in which this This article addresses different ways to implement STEAM in an early
source influences the childhood setting, and it discusses how STEAM fosters the development of
field related to your language, cognitive skills, and creativity.
inquiry (ex. Math
teaching/learning
elementary)
Potential relevance to This relates to my study because it offers ideas to make the S.T.E.A.M. lab in
your research topic my school more developmentally appropriate for the younger children in the
and study: program. With the different suggestions, S.T.E.A.M. can meet many
developmental needs of young children.

Stage of action This article was used after I made the decision to collect data on toddlers and
research where the kindergarteners instead of a range of age groups from one to six. Since I am
source will be used: the kindergarten teacher, I wanted to learn more about the toddler end of the
S.T.E.A.M. spectrum to learn what data would be valuable and age
appropriate for that class. I will also use this article for future implications by
providing the other teachers with these ideas to successfully implement
S.T.E.A.M. into their teaching.
 Surprise—It’s STEM for Toddlers!
STEAM education
March 26, 2018

Bib. Information Kropp, L. J. (2015). Surprise--It's STEM for toddlers! Retrieved March 26,
(APA Formatting): 2018, from https://www.slj.com/2015/07/opinion/first-steps/surprise-its-
stem-for-toddlers/#_
Author(s) Affiliation: Lisa G. Kropp is the assistant director of the Lindenhurst Memorial Library in
Lindenhurst, NY, and a forever children’s librarian.
Type of Resource: This is a trade article published to the School Library Journal website.
(Scholarly
/Trade/Other)
Summary of essential  Every time toddlers or preschoolers ask a “why” question, visualize
information: your answer creating a neuron pathway in their brain
 They are learning about measurement/volume when they fill and dump
out containers,
 When playing with puzzles, they learn about shapes and one-to-one
correspondence
 use mathematical language around their toddlers by counting out loud
together or discussing quantities
 stations provide informal, exploratory learning activities for children
 . Tots explore the activities at their own pace, and with a caregiver
following along and reading the simple signage at each one, they learn
about topics such as fossils, scientific observation, gears, colors, and
even natural disasters. Children experience science through sight and
touch in a highly interactive manner.

Way in which this This article addresses different ways to implement STEAM in an early
source influences the childhood setting, and it discusses how STEAM fosters the development of
field related to your language, cognitive skills, and creativity.
inquiry (ex. Math
teaching/learning
elementary)
Potential relevance to This relates to my study because it offers ideas to make the S.T.E.A.M. lab in
your research topic my school more developmentally appropriate for the younger children in the
and study: program. With the different suggestions, S.T.E.A.M. can meet many
developmental needs of young children.

Stage of action This article was used after I made the decision to collect data on toddlers and
research where the kindergarteners instead of a range of age groups from one to six. Since I am
source will be used: the kindergarten teacher, I wanted to learn more about the toddler end of the
S.T.E.A.M. spectrum to learn what data would be valuable and age
appropriate for that class. I will also use this article for future implications by
providing the other teachers with these ideas to successfully implement
S.T.E.A.M. into their teaching.
 Understanding STEAM and How Children Use It
STEAM education
March 27, 2018

Bib. Information Understanding STEAM and how children use it. (n.d.). Retrieved March 26,
(APA Formatting): 2018, from https://eclkc.ohs.acf.hhs.gov/sites/default/files/pdf/steam-
ipdf.pdf
Author(s) Affiliation: National Center on Early Childhood Development, Teaching and Learning

Type of Resource: This is a trade article published to the National Center on Early Childhood
(Scholarly Development, Teaching, and Learning website.
/Trade/Other)
Summary of essential  Hands-on learning that children do everyday
information:  Many of children’s everyday activities use STEAM skills, even if we
don’t typically think of them in that way
 Infants and toddlers are using a basic form of the scientific method as
they explore and discover the world around them
 Children learn by watching each other and adults and repeating what
they see to get their own results
 Technology stands for any type of man-made object simple tools like
pulleys, wheels, levers, scissors, and ramps
 Children use these to observe and learn from the underlying cause and
effect
 Engineering applies science, math, and technology to solve problems
 When they figure how things fit together and work, they are engineering
 Active and self-guided discovery is core to the arts
 Creativity is essential to innovate and solve problems in new ways
 Early experience with creative arts supports cognitive development and
increases self-esteem
 Teachers support math learning with infants and toddlers by using math
language throughout the day to relate to the children’s experiences
 Having time to play on their own gives children one way to begin to
build the foundations they will need throughout their lives
 Teachers play an important role in arranging the environment to support
STEAM explorations
 When children direct their own exploration, they are exercising other
skills, focusing attention, motivation, decision making, planning
behavior, and problem solving
 Language and open-ended questions guides student learning with
STEAM

Way in which this This article addresses different ways to implement STEAM in an early
source influences the childhood setting, and it discusses how STEAM fosters the development of
field related to your language, cognitive skills, and creativity.
inquiry (ex. Math
teaching/learning
elementary)
Potential relevance to This relates to my study because it offers ideas to make the S.T.E.A.M. lab in
your research topic my school more developmentally appropriate for the younger children in the
and study: program. With the different suggestions, S.T.E.A.M. can meet many
developmental needs of young children.

Stage of action This article was used to support my research findings. I made connections
research where the between the information in this article with the raw data I had from both
source will be used: classes to support my conclusions about S.T.E.A.M. education in early
childhood education.