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This book provides a fresh perspective on recent debates around
integrating STEAM (Science, Technology, Engineering, the Arts and
Mathematics) education in early childhood. The book offers
inspiration and practical advice for educators and researchers. It
suggests concrete ways to engage young children in STEAM learning
activities and promote their development. With contributions from
international experts, the book discusses how to develop
age-appropriate STEAM learning activities for young children.
Divided into four parts, the book covers a wide range of topics,
including the perceptions and practices of STEAM education among
early childhood teachers in different countries, the use of new
pedagogies and technologies to promote equitable and accessible
STEAM education, the role of teacher education and policy in
reducing inequality in STEAM education, and how early STEAM
education can promote social change and achieve sustainable
development goals. The book highlights the importance of STEAM
education in providing young children with the necessary skills to
create a more sustainable and equitable world. Overall, this book
provides an important contribution to help critique and improve how
early childhood educators view and practice STEAM education across
cultures. It proposes ideas for achieving sustainable development
goals through high-quality early STEAM education. The book appeals
to early childhood educators and researchers, as it draws on
cross-cultural viewpoints to critically examine how teachers
understand and implement STEAM education across different cultures
along with exploring how cultural values and goals shape early
STEAM education.
This book provides a fresh perspective on recent debates around
integrating STEAM (Science, Technology, Engineering, the Arts and
Mathematics) education in early childhood. The book offers
inspiration and practical advice for educators and researchers. It
suggests concrete ways to engage young children in STEAM learning
activities and promote their development. With contributions from
international experts, the book discusses how to develop
age-appropriate STEAM learning activities for young children.
Divided into four parts, the book covers a wide range of topics,
including the perceptions and practices of STEAM education among
early childhood teachers in different countries, the use of new
pedagogies and technologies to promote equitable and accessible
STEAM education, the role of teacher education and policy in
reducing inequality in STEAM education, and how early STEAM
education can promote social change and achieve sustainable
development goals. The book highlights the importance of STEAM
education in providing young children with the necessary skills to
create a more sustainable and equitable world. Overall, this book
provides an important contribution to help critique and improve how
early childhood educators view and practice STEAM education across
cultures. It proposes ideas for achieving sustainable development
goals through high-quality early STEAM education. The book appeals
to early childhood educators and researchers, as it draws on
cross-cultural viewpoints to critically examine how teachers
understand and implement STEAM education across different cultures
along with exploring how cultural values and goals shape early
STEAM education.
Although Chinese societies have generally become striking as the
classic over-achievers in international measures of academic
performance, there has been no specialised publication exploring
early childhood curriculum in Chinese contexts. Through this book,
readers will learn more about how the Chinese context and culture
collide with educators' beliefs about the right activities for
children and educators in early childhood settings. This book will
be the first one of its kind to focus on early childhood curriculum
in Chinese societies - from social context and culture to reforms
and practices, and finally to the lessons that researchers,
policymakers and practitioners could learn, as well as future
directions. Is play valued? Are young children schooled earlier in
Chinese societies? How do Chinese children learn in kindergartens?
What is valued by Chinese educators when they implement early
childhood curricula? How do Chinese teachers deliver early
childhood curricula for their young children? Why were Chinese
early childhood curricula implemented in these ways? Answers to
these questions and more will be provided in this pioneering book.
Although Chinese societies have generally become striking as the
classic over-achievers in international measures of academic
performance, there has been no specialised publication exploring
early childhood curriculum in Chinese contexts. Through this book,
readers will learn more about how the Chinese context and culture
collide with educators’ beliefs about the right activities for
children and educators in early childhood settings. This book will
be the first one of its kind to focus on early childhood curriculum
in Chinese societies – from social context and culture to reforms
and practices, and finally to the lessons that researchers,
policymakers and practitioners could learn, as well as future
directions. Is play valued? Are young children schooled earlier in
Chinese societies? How do Chinese children learn in kindergartens?
What is valued by Chinese educators when they implement early
childhood curricula? How do Chinese teachers deliver early
childhood curricula for their young children? Why were Chinese
early childhood curricula implemented in these ways? Answers to
these questions and more will be provided in this pioneering book.
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