How does STEM knowledge, skills and understanding inform visual art in early childhood?

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Turton, Lee-Ann
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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
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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 [References]
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