STEM, STEAM and Makerspaces in Early Childhood: A Scoping Review

Johnston, K; Kervin, L; Wyeth, P

STEM, STEAM and Makerspaces in Early Childhood: A Scoping Review

Johnston, K Kervin, L Wyeth, P

Permalink

Publisher:: MDPI
Publication Type:: Journal Article
Citation:: Sustainability (Switzerland), 2022, 14, (20)
Issue Date:: 2022-10-01

Open Access

Copyright Clearance Process

Recently Added
In Progress
Open Access

This item is open access.

Adobe PDF

Download Published versionAdobe PDF (646.43 kB)

View on publisher's site

View statistics

Full metadata record

Field	Value	Language
dc.contributor.author	Johnston, K
dc.contributor.author	Kervin, L
dc.contributor.author	Wyeth, P https://orcid.org/0000-0003-1867-9536
dc.date.accessioned	2024-03-25T06:56:48Z
dc.date.available	2024-03-25T06:56:48Z
dc.date.issued	2022-10-01
dc.identifier.citation	Sustainability (Switzerland), 2022, 14, (20)
dc.identifier.issn	2071-1050
dc.identifier.issn	2071-1050
dc.identifier.uri	http://hdl.handle.net/10453/177104
dc.description.abstract	STEM has emerged as a key area of importance for children, highlighting the value and relevance of integrated understandings of science, technology, engineering and mathematics in both educational contexts and everyday life. The need for innovation and creativity is also recognised, which emphasizes the important role the arts can play as STEM is extended into STEAM. This scoping review investigated what is known about STEM, STEAM and makerspace experiences and opportunities for children aged birth to eight. The review found that early childhood experience with STEM, STEAM and makerspaces is an emerging field of research. Findings suggest that STEAM holds more relevance to learning and experiences in the early childhood years, and perhaps across the lifespan. The review also highlights the need to shift the starting point to the earliest of years and create greater intentionality in STEAM experiences with infants, toddlers and preschool aged children, recognizing the relevance of STEAM and maker mindsets in the lives of young children. Additionally, the scoping review identified the value of informal and community contexts as a means to invite broader participation. Such opportunities provide scope to challenge inequity in opportunity and to overcome intergenerational aversion towards STEM/STEAM-related learning. Further research is needed to understand the professional learning needs of early childhood educators and facilitators of STEAM and makerspace experiences.
dc.language	English
dc.publisher	MDPI
dc.relation	http://purl.org/au-research/grants/arc/CE200100022
dc.relation.ispartof	Sustainability (Switzerland)
dc.relation.isbasedon	10.3390/su142013533
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	12 Built Environment and Design
dc.title	STEM, STEAM and Makerspaces in Early Childhood: A Scoping Review
dc.type	Journal Article
utslib.citation.volume	14
utslib.for	12 Built Environment and Design
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/Faculty of Engineering and Information Technology
utslib.copyright.status	open_access	*
dc.date.updated	2024-03-25T06:56:47Z
pubs.issue	20
pubs.publication-status	Published
pubs.volume	14
utslib.citation.issue	20

Abstract:

STEM has emerged as a key area of importance for children, highlighting the value and relevance of integrated understandings of science, technology, engineering and mathematics in both educational contexts and everyday life. The need for innovation and creativity is also recognised, which emphasizes the important role the arts can play as STEM is extended into STEAM. This scoping review investigated what is known about STEM, STEAM and makerspace experiences and opportunities for children aged birth to eight. The review found that early childhood experience with STEM, STEAM and makerspaces is an emerging field of research. Findings suggest that STEAM holds more relevance to learning and experiences in the early childhood years, and perhaps across the lifespan. The review also highlights the need to shift the starting point to the earliest of years and create greater intentionality in STEAM experiences with infants, toddlers and preschool aged children, recognizing the relevance of STEAM and maker mindsets in the lives of young children. Additionally, the scoping review identified the value of informal and community contexts as a means to invite broader participation. Such opportunities provide scope to challenge inequity in opportunity and to overcome intergenerational aversion towards STEM/STEAM-related learning. Further research is needed to understand the professional learning needs of early childhood educators and facilitators of STEAM and makerspace experiences.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/177104