STEAM or STEM. Should I be using it?

Guess what.... You probably already using it.

So what is STEAM (or STEM)?

These are acronyms for: Science, Technology, Engineering, (Art) and Maths. 

It was originally STEM but often the ‘A’ is now added, as many feel it needs to be there as Arts is not in this case painting, but the idea of the creative process behind ideas. Although some feel that is already incorporated in STEM and doesn’t need to be included. 

As an artist I like to include it, as I feel when you talk to children it is brought to their attention. For example; a chef or an architect uses these concepts constantly in all their work, when they are mixing materials, or creating structures, whether they are designing cakes or buildings. But either is accepted, so you can really pick your preference. 

So why and for what purpose should you use it?

It engages children in hands-on learning that connects their learning to the real world around them. Children learn creatively, solve problems, and  learn life skills.

It creates opportunities for children to try new things, express, expand and challenge their own ideas. Become independent out of the box thinkers, and flexible in their resourcefulness, which is all becoming a necessary requirement for the future world that is growing and developing around them.

So what does this mean in real terms?

Can or is it something that you can or should be using in your early childhood classroom?

It can all start to sound very intimidating with words such as engineering, or you feel you have to set up scientific activity ideas for the children. But wait, stop and look around your classroom. You and the children are more than likely already doing it.

Do you use blocks, loose parts, an art area, or do cooking together?

• Just mixing up a quick bread recipe to make rolls with the children, for an afternoon snack, has so much scientific and mathematical exploration going on; the measuring and mixing of the ingredients, the reaction of the yeast, and the final product outcome.

• The baby sat in the high chair, pushing the cup off the side of the high chair, for you to pick up over and over again! Is learning cause and effect, their action of pushing it off and out of sight causes you to appear and the cup comes back. FUN!

So you are already more than likely using these concepts in your classroom without realising it as you just haven't put a name to it.

Once you develop an understanding of STEAM (STEM) activities, and how they are used and interpreted into the classroom, you will start to see all the possibilities. 

This has now, also opened another perfect way for you to explain the concept of  ‘play’ as learning to parents or visitors to your environment.

When they see 2 children amongst a pile of bricks, cardboard pieces, and tubes, piled up, or stuck haphazardly together. You can simply explain that while the child is building, and knocking down blocks, they are exploring ‘Cause  and Effect’, and as children learn by repetition each time they do this, they are observing something new. Maybe the blocks fall to the left instead of to the right, this time - as they pushed it from a different angle.

Secondly, the cardboard tubes are being used as ramps for the balls, the other child has noticed that as the tape peels off, the ramp is dropping, and the balls are not going down as fast. So he is now adding more tape, and raising it up to a higher angle again.

The children are problem solving, testing and working through their ideas.

Maybe they will become future engineers or architects.

So much learning going on, if you just know how to look.

You may find that you will be sharing the idea of play as a way of learning to many parents and visitors, so these are great examples to keep in your back pocket.

Points to remember when using STEAM

An experiment is called an experiment for that reason. We are experimenting to understand. The thing with experimenting is, it may, or may not happen how you thought it would or had planned. But, you never know,  you might even get more experience than you thought, or even learn something new. Be open to this.

Challenge their thinking and what they already know

When you bring in, or introduce new materials or tools to children for an idea or project. Let experiment with how, or what they think they could be used for, first. They may amaze you with their ideas. Think of all the possibilities, put yourself in the position of a child being shown a new object. 

Challenge: Try putting in strange objects and their uses into search, do you know what they all are?

Talk about structures, designs, sizes, different materials, or shapes, and compare them, such as buildings roofs, or cars when you are out and about. 

Challenge: Discuss with your child/children the many different types of street lighting they see  for example, when out on a walk? How do they think they are powered? What does your child think would light the street before electricity?

Ideas for STEAM

Create ramps:

Blocks, cardboard tubes and boxes with things that roll (or don’t roll !)

Rivers and waterways:

Guttering, bamboo tubes, water and objects that float (or don’t float!)

Boats

Materials to build your boat, paper, foil, boxes, plastic pots -again experiment float or not. (Premium members please check out the free Explore n’ play inquiry plan - premium download page for further ideas on this)

Make paper aeroplanes

Design a Lego bridge

Can it hold a car?

Read the Three Little Pigs story

Collect sticks and build your own stick house.

Pipe cleaners are good for this to tie sticks together easily.

Challenge older children: Use a hand fan at the end. Will the big bad wolf be able to blow it down?

Magic potions

Colour mixing with water and food colouring

Make your teacher an outfit

Get ready to be measured! What tools and materials could they use? Does it have to be waterproof?