Science, Technology, Engineering, Arts, and Mathematics (STEAM) Education in the Early Years

Cover
Endorsements
Half Title
Series Page
Title Page
Copyright Page
Dedication
CONTENTS
List of Contributors
Foreword by Tony Bertram and Chris Pascal
Acknowledgments
List of Abbreviations
1. From STEM to STEAM: Creating a More Sustainable and Equitable World for Young Children
PART I: The Microsystem: How Early Childhood Teachers Perceive and Practice STEAM—Inequality within and across Countries?
	2. Understanding the Dynamic Process of Integrating and Navigating STEAM in Australian Early Childhood Education
	3. A Chinese Style of STEM Inquiry?: The Discourse of Inquiry-Based STEM Education Among Chinese Early Childhood Practitioners
	4. STEAM and Sustainable Development Challenges in Early Childhood Education: Estonian Preschool Teachers’ Views and Practices
	5. Toward the Sustainable Development Goals: STEAM Education Beliefs and Practices in Turkish Preschools
	6. STEAM Education in Preschools in Hanoi, Vietnam: Teachers’ Beliefs About the Learning Environment and Challenges in Teaching
PART II: The Mesosystem: Higher-Order Effects From New Pedagogies and Technologies for Promoting Quality and Accessible STEAM Education
	7. Learning STEAM Content Via Arts-Based Hands-On Activities
	8. “But Then I Am the Robot’s Brain!”: Children’s and Preschool Teachers’ Communication During STEM Teaching Scaffolded by Digital Tools
	9. Equity and Inclusion Through STEAM Play in Early Childhood Education: Culturally Valued Play-Based Experiences
	10. “Because Every Kid Can Think Like a Scientist”: Reflecting South-African Children’s Voices on Being Scientists and Engineers Based on Their STEAM Experience
PART III: The Exosystem: The Role of Teacher Education and Policy in Early STEAM Education to Reduce Inequality
	11. Early Childhood Teachers Becoming Makers Themselves Before Teaching Young Children the Value of Making
	12. Saudi Early Childhood Female Teachers’ Perceptions of Children’s Gender Stereotypes When Implementing STEM
	13. Early Childhood Teacher Agency and Creative Insubordination Through STEAM Learning
PART IV: The Macrosystem: Achieving Sustainable Development Goals Through Early STEAM Education to Promote Social Change
	14. The Design of the Curriculum for Sustainability and Climate Education in the Early Years
	15. Children as Inventors of Sustainable Future: Imagination-Driven Approach to Early STEAM Education
	16. STEAM Activities to Advance SDG4 in the Early Years by Making Items From Recycled Materials
	17. “It’s Not a Challenge, It’s an Opportunity”: Empowering Children to Create a Sustainable Future
	18. Challenges and Opportunities in STEAM Education in the Early Years Against the Global Move Toward a Sustainable Future
Index