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The COVID-19 pandemic undoubtedly tested the resilience of
academics in higher education. Many universities were severely
affected by reduced student enrolment, with widespread job losses
reported across universities. For many academics, the impact of the
pandemic has been worrying, financially crippling and overwhelming.
The virus has also exposed academic inequalities and impacted
heavily on vulnerable people. The individual and collective heroic
spirit of many academics has been nothing short of extraordinary.
Overcoming the initial hurdles of COVID-19 takes one kind of
energy; the resilience needed to remain engaged despite the
continuing changes and uncertainties is quite another challenge. It
is one that demands sustained resilience. This timely book provides
perspectives across disciplines, career stages and global contexts
on how to develop resilience in academia. These personal stories
may empower others not only to survive, but to thrive in times of
adversity.
This book approaches STEAM (Science, Technology, Engineering, the
Arts and Mathematics) in early childhood education from multiple
angles. It focuses on the teaching and learning of children from
two years of age to the early years of school. Proponents of STEAM
describe how it can create opportunities for children to learn
creatively, and various chapter authors make strong connections
between discipline areas within the context of an informal
curriculum. Others advocate for an integrated STEM, rather than
STEAM, approach. With a light touch on theory and a focus on how to
embed STE(A)M in an integrated early childhood curriculum, the
editors and contributors examine the STEAM versus STEM question
from multiple angles. The chapters provide helpful frameworks for
parents, teachers and higher education institutions, and make
practical suggestions of ways to support young children's inquiry
learning. Drawing on pedagogy and research from around the world,
this book will be of interest to scholars of STEAM education, early
childhood educators, students of early childhood education and
parents of young children.
This book approaches STEAM (Science, Technology, Engineering, the
Arts and Mathematics) in early childhood education from multiple
angles. It focuses on the teaching and learning of children from
two years of age to the early years of school. Proponents of STEAM
describe how it can create opportunities for children to learn
creatively, and various chapter authors make strong connections
between discipline areas within the context of an informal
curriculum. Others advocate for an integrated STEM, rather than
STEAM, approach. With a light touch on theory and a focus on how to
embed STE(A)M in an integrated early childhood curriculum, the
editors and contributors examine the STEAM versus STEM question
from multiple angles. The chapters provide helpful frameworks for
parents, teachers and higher education institutions, and make
practical suggestions of ways to support young children's inquiry
learning. Drawing on pedagogy and research from around the world,
this book will be of interest to scholars of STEAM education, early
childhood educators, students of early childhood education and
parents of young children.
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