How does STEM knowledge, skills and understanding inform visual art in early childhood?
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Authors
Turton, Lee-Anne
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Date
2023-12
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Conference Contribution - Oral Presentation
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New Zealand
early childhood education
STEM (Science, Technology, Engineering & Mathematics)
STEAM (Science, Technology, Engineering, Arts & Mathematics)
visual communication
art as experience
visual communication
early childhood education
STEM (Science, Technology, Engineering & Mathematics)
STEAM (Science, Technology, Engineering, Arts & Mathematics)
visual communication
art as experience
visual communication
ANZSRC Field of Research Code (2020)
Citation
Turton, L-A. (2023, December). How does STEM knowledge, skills and understanding inform visual art in early childhood? [Paper presentation] Hangzhou Polytechnic. https://hdl.handle.net/10652/6553
Abstract
Te Whāriki (Ministry of Education, 2017) curriculum is interpreted very broadly and includes experiences, activities and events that occur both directly and indirectly in an early childhood setting
Ages referred to in Te Whāriki (Ministry of Education, 2017) overlap to recognise that all children develop in their own time
Visual art tells our stories
How do we put the A into STEM learning? making STEAM
Why are the arts important in an early childhood programme?
Working theories are developed through our experiences and interactions with the world...
Play and imagination: children’s working theories
Teacher as provider of an environment rich in opportunities
Intentional teachers of STEAM
Learning dispositions
Providing opportunities to develop learning dispositions
Multi-sensory exploration
Babies as explorers and scientists
Toddlers
Exploring in nature
Toddlers: open ended visual art and STEM
Symbolism
Environmental sustainability
Teachers as artists and creators
Teacher as provider of an environment rich in opportunities
Building with everyday objects
Reflective questions
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