Integrating and navigating STEAM (inSTEAM) in early childhood education: An integrative review and inSTEAM conceptual framework
Andrea Ng 1 * , Sarika Kewalramani 1, Gillian Kidman 1
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1 Monash University, Clayton, Victoria, AUSTRALIA
* Corresponding Author

Abstract

In early childhood education, the integration of science, technology, engineering, arts, and mathematics (STEAM) are advocated as contemporary educational goals. However, integration of STEAM is not defined in the early childhood context. We claim to ‘integrate’ and ‘devise integration pedagogies’, but there is still no clear-cut message on what integration means and how to do it. This paper presents an integrative literature review to conceptualize the integration of STEAM practices in early childhood education. The review highlighted key factors and challenges relating to STEAM integration. The paper concludes with the development of the integrating and navigating STEAM (inSTEAM) conceptual framework derived from the concepts, empirical research, and theories explored in the integrative review of the 17 articles.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Review Article

https://doi.org/10.29333/ejmste/12174

EURASIA J Math Sci Tech Ed, 2022 - Volume 18 Issue 7, Article No: em2133

Publication date: 25 Jun 2022

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