Abstract:

STEAM embodies an integrative educational approach that holistically synthesizes Science, Technology, Engineering, Art, and Mathematics. The implementation of STEAM pedagogies within early childhood or pre-school curriculums significantly bolsters children's abilities in design, design thinking, innovation, creative thought, problem-solving, and critical thinking. The primary objective of this study is a comprehensive exploration of preschool-aged children's processes in STEAM design. This study employs a qualitative case-study research design, incorporating a convenience sample of 12 pre-school children from an independent kindergarten overseen by the Provincial Directorate of National Education. A 'STEAM design observation form,' devised by the investigator, and photographs capturing the design process, function as the primary data collection tools. The data analysis process was guided by content analysis methods, leading to the categorization of data into two core themes - design planning and design execution. The results of this study indicate that children are actively involved in STEAM design processes. They formulate and execute age-appropriate designs, efficiently employing engineering design processes in their work. With these findings, this study offers insights and recommendations for practitioners and researchers aiming to cultivate and enhance STEAM design principles within preschool educational settings.

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