Impact of Innovative STEAM Education Practices on Teacher Professional Development and 3-6-Year-Old Children's Competence Development

Autor/inn/en	Monkeviciene, Ona; Autukeviciene, Birute; Kaminskiene, Lina; Monkevicius, Justinas
Titel	Impact of Innovative STEAM Education Practices on Teacher Professional Development and 3-6-Year-Old Children's Competence Development
Quelle	In: Journal of Social Studies Education Research, 11 (2020) 4, S.1-27 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1309-9108
Schlagwörter	Instructional Effectiveness; Educational Innovation; Art Education; STEM Education; Teacher Education; Professional Development; Preschool Teachers; Preschool Children; Competence; Teacher Attitudes; Teaching Methods; Soft Skills; Skill Development; Thinking Skills; Problem Solving; Creativity; Sustainable Development; Foreign Countries; Lithuania + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Instructional innovation; Bildungsinnovation; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; STEM; Lehrerausbildung; Lehrerbildung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Kompetenz; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Kompetenzentwicklung; Qualifikationsentwicklung; Denkfähigkeit; Problemlösen; Kreativität; Nachhaltige Entwicklung; Ausland; Litauen
Abstract	Over the last decade, STEAM has been treated as a model of interdisciplinary integral education that facilitates solving social, ecological and economic problems related to technological development in different countries. STEAM education is most efficient when it is organised in early childhood education, thus increasing children's motivation to study and to link STEAM disciplines with their career, as well as to develop as engaged citizens. The conducted empirical research revealed the following new data on STEAM at an early age: a) early childhood teachers apply practices of STEAM education that target the development of children's soft (problem-solving, creativity, ability to learn, communication) skills more frequently and employ practices for nurturance of their hard (mathematical, technological, engineering) skills less frequently ; this imbalance is favourable for the development of a proactive and critically thinking child, who is able to make decisions in a responsible way, but it does not ensure the sustainable development of STEAM abilities; b) the application of innovative STEAM education practices has effects on teacher professional development; c) STEAM practices have a bigger integral impact on the development of 3-6 year-old children's competences through the teacher professional development rather than directly. (As Provided).
Anmerkungen	Journal of Social Studies Education Research. Serhat Mah. 1238/2 Sok. 7B Blok 12 Ostim, Yenimahalle, Ankara, Turkey; Web site: http://jsser.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01