The Role of Teachers in Promoting Play-Based Learning in STEAM Education in Early Childhood Education

Sadick Akida Mwariko, Euis Kurniati

Abstract


In recent years years, play-based learning (PBL) has gained attention as an effective approach to early childhood education, especially in STEAM. Play-based learning can be an effective way to introduce young children to science, technology, engineering, art, and mathematics concepts in a very fun and engaging way. Teachers play a vital role in promoting PBL in early STEAM education by creating a classroom environment that encourages exploration, experimentation, and collaboration skills. However, the limited research on the roles of teachers in promoting play-based learning in STEAM in early childhood education (ECE) drives the author to conduct this study to provide insight into how teachers can engage constructively to promote PBL in STEAM in early childhood education. This study aims to address this gap by exploring the role of teachers in promoting PBL in early STEAM education. Through a literature review, the paper defines PBL and STEAM, emphasizing the importance of PBL for young children's development. It also discusses the significance of teacher training and professional development in enhancing their ability to support PBL. Lastly, identifies challenges and opportunities in implementing PBL in STEAM, offering recommendations for future research to better integrate these practices in early childhood education.

Keywords


Play-based learning (PBL), STEAM, Teachers’ role.

Full Text:

PDF

References


Alghamdi, A. A. (2023). Exploring early childhood teachers’ beliefs about STEAM education in Saudi Arabia. Early Childhood Education Journal 51(2), 247–256. https://doi.org/10.1007/s10643-021-01303-0

Alharbi, M. O., and Alzahrani, M. M. (2020). The importance of learning through play in early childhood education: Reflection on the Bold Beginnings Report. International Journal of the Whole Child, 5(2), 9-17. https://libjournals.mtsu.edu/index.php/ijwc/article/view/1927

Ali, E., Constantino, K. M., Hussain, A., and Akhtar, Z. (2018). The effects of play-based learning on early childhood education and development. Journal of Evolution of Medical and Dental Sciences, 7(43), 6808-6811. https://doi.org/10.14260/jemds/2018/0000

Atkinson, L. Z., and Cipriani, A. (2018). How to carry out a literature search for a systematic review: A practical guide. BJPsych Advances, 24(2), 74–82. https://doi.org/10.1192/bja.2017.3

Bertrand, M. G., and Namukasa, I. K. (2023). A pedagogical model for STEAM education. Journal of Research in Innovative Teaching & Learning, 16(2), 169-191. https://doi.org/10.1108/JRIT-12-2021-0081

DeJarnette, N. K. (2018). Implementing STEAM in the early childhood classroom. European Journal of STEM Education, 3(3), 1-9. https://doi.org/10.20897/ejsteme/3878

Edwards, S. (2017). Play-based learning and intentional teaching: Forever different?. Australasian Journal of Early Childhood, 42(2), 4-11. https://doi.org/10.23965/AJEC.42.2.01

Elliott, V. (2018). Thinking about the coding process in qualitative data analysis. Qualitative Report, 23(11), 2850-2861. https://nsuworks.nova.edu/tqr/vol23/iss11/14

Elly, S. (2015). Play and playfulness in early childhood education and care. Psychology in Russia: State of the Art, 8(2), 27-35. https://doi.org/10.11621/pir.2015.0203

Hoskins, K., and Smedley, S. (2019). Protecting and extending Froebelian principles in practice: Exploring the importance of learning through play. Journal of Early Childhood Research, 17(2), 73-87. https://doi.org/10.1177/1476718X18809114

Larkin, K., and Lowrie, T. (2023). Teaching approaches for STEM integration in pre- and primary school: A systematic qualitative literature review. International Journal of Science and Mathematics Education, 21(1), 11–39. https://doi.org/10.1007/s10763-023-10362-1

Li, L., and Disney, L. (2023). Young children’s mathematical problem solving and thinking in a playworld. Mathematics Education Research Journal, 35(1), 23-44. https://doi.org/10.1007/s13394-021-00373-y

Lockwood, D. (2023). Challenge-based learning & STEAM curriculum. The STEAM Journal, 5(1), 1-7. https://doi.org/10.5642/steam.ZFXX7073

Mong, C. J., and Ertmer, P. A. (2013). Addressing STEM education needs: The case for adopting a PBL approach. Educational Technology, 53(3), 12-21. https://www.jstor.org/stable/44430147

Ng, A., Kewalramani, S., and Kidman, G. (2022). Integrating and navigating STEAM (inSTEAM) in early childhood education: An integrative review and inSTEAM conceptual framework. EURASIA Journal of Mathematics, Science and Technology Education, 18(7), 1-17. https://doi.org/10.29333/ejmste/12174

Pyle, A., and DeLuca, C. (2017). Assessment in play-based kindergarten classrooms: An empirical study of teacher perspectives and practices. The Journal of Educational Research, 110(5), 457-466. https://doi.org/10.1080/00220671.2015.1118005

Skoss, M. (2018). Bringing STEM to Life: Understanding and recognising science, technology, engineering and maths. Australian Primary Mathematics Classroom, 23(3), 7-8. https://link.gale.com/apps/doc/A559523800/AONE?u=anon~d19b64df&sid=googleScholar&xid=cab52996

Sydon, T., and Phuntsho, S. (2022). Highlighting the importance of STEM education in early childhood through play-based learning: A literature review. RABSEL: the CERD Educational Journal, 22(1), 1-19. https://doi.org/10.17102/rabsel.22.1.3

Taylor, K. S., Mahtani, K. R., and Aronson, J. K. (2021). Summarising good practice guidelines for data extraction for systematic reviews and meta-analysis. BMJ Evidence-Based Medicine, 26(3), 88-90. https://doi.org/10.1136/bmjebm-2020-111651

Taylor, M. E., and Boyer, W. (2020). Play-based learning: Evidence-based research to improve children’s learning experiences in the kindergarten classroom. Early Childhood Education Journal, 48(2), 127-133. https://doi.org/10.1007/s10643-019-00989-7

Truelove, S., Vanderloo, L. M., and Tucker, P. (2017). Defining and measuring active play among young children: A systematic review. Journal of Physical Activity and Health, 14(2), 155-166. https://doi.org/10.1123/jpah.2016-0195

Wanyi, P., Nor, M. M., and Zhengan, M. (2022). The use of STEAM approach in preschool for children’s holistic development. JuKu: Jurnal Kurikulum & Pengajaran Asia Pasifik, 10(2), 47-60. https://adum.um.edu.my/index.php/JUKU/article/view/37070




DOI: https://doi.org/10.17509/cd.v15i2.74417

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 UPI Kampus Cibiru

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Cakrawala Dini: Jurnal Pendidikan Anak Usia Dini

Published in collaboration Program Studi PGPAUD UPI Kampus Cibiru, APG PAUD Indonesia, and PPJ PAUD Indonesia

Creative Commons License
Cakrawala Dini: Jurnal Pendidikan Anak Usia Dini is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Based on a work at https://ejournal.upi.edu/index.php/cakrawaladini.

View My Stats at

View My Stats