By creatively integrating STEM from an early age, educators can build excitement that thrills youngsters and develops their neural pathways necessary for success.
Not even futurists can accurately predict the future of work, which means that much of what universities are currently teaching will be redundant by the time today’s babies get there. To ensure that our children are adequately equipped to embark on the unchartered territory of their futures, it’s up to schools to develop enquiring minds by teaching creativity, collaboration, innovation, problem-solving and critical thinking.
The joy of integrated learning
One of the ways in which schools should be doing this is by integrating STEM (Science, Technology, Engineering and Maths) into the classroom from a very young age.
Instead of looking at them individually, this philosophy interconnects and blends the subjects – teaching them in relationship to one another. The result? An exciting way of teaching that thrills youngsters and develops the neural pathways necessary for future success.
So much joy results from this kind of learning, and the good news is that it does not require many resources.
Although there is a variety of technology and materials available, even the poorest of schools can enhance STEM learning by making use of whatever is at hand – bottle tops or toilet rolls, for example. The important thing is that the subjects are integrated.
So what does a STEM project look like in pre-primary?
Instead of simply telling children about the coronation of King Charles, teachers could turn this into a fun-filled learning experience. Children would need to mix colours to paint their palaces (S), are shown videos of Buckingham Palace, as well as other palaces all over the world (T). The children must then construct their own palaces using a variety of boxes (E) and calculate what size to make the people to fit inside, as well as how many arms, legs and eyes are needed (M).
Or, they could plant cherry tomato seeds and wait patiently for them to grow, observing the flowers changing into tomatoes (S). At the time of picking, children can count how many tomatoes they have picked (M). They can watch a video of how cherry tomatoes are cultivated in Israel (T). They can use a variety of construction toys to build their own vegetable patch (E). They can complete number sequencing cards with pictures of the development of the tomato plant (M).
When the STEM subjects are taught together, magic happens. Children feel a huge sense of achievement, and really enjoy the experience.
With STEM, children can:
- See how the biscuit men they made during baking class come alive and dance across the screen, using technology,
- Learn about extreme weather and then construct buildings using a variety of toys and materials to withstand hurricanes. The strength of the buildings can then be tested using a hairdryer, and
- Design waterproof umbrellas which are tested with a hosepipe, and which they must then rank graphically, according to useability.
With this kind of learning, children are encouraged to extend themselves, and they tend to become totally immersed. The possibilities are endless. It is all about how we teach our children. Sowing the seeds of STEM requires passion and creativity, that shouldn’t be hindered by alack of resources.