The purpose of this study was to provide a comprehensive report on the design and implementation of the Science, Technology, Engineering, Arts, and Mathematics (STEAM) Program in early children’s education. The researchers sought to understand whether the teachers achieved their course objectives and improved learning after integrating the STEAM. Moreover, the researchers were interested in understanding the adjustment made to the syllabus. The observation was the primary data collection tool in understanding the phenomenon experience of learners. The researchers utilized a quantitative methodology using a cross-sectional design with epistemological, and philosophical underpinning. The study is connected to lifespan development in that it focuses on education in early childhood. Notably, one of the social milestones that characterize children at this stage is schooling. Hence, the study contributes to the understanding of social and cognitive development.
The purpose of the study was to compare the arts curricula of Beijing with that of Australia. The aim was to understand the rationale for the two countries setting different curricula. Moreover, the researchers wished to explore the differences and similarities between the two programs. To gather the information that would satisfy their objectives, the researchers used a cross-cultural research design. Specifically, they followed Foucault’s critical framework for in-depth analysis and understanding of the social, political, and historical issues across different traditions. In comparing the Beijing and Australian child art curriculum the researchers used the Dean’s government analysis. The target population was children of ages 5-6 years. Thus, their study is relevant in understanding the difference in cultural development during childhood. It is relevant to the development of humans’ development by differentiating between cultural variances and deviant behavior in early childhood.
The objective of the researchers was to determine the anxiety levels of children who are in the control group. Notably, the experiment was performed on children who were hospitalized so that one group had the privilege of art therapy and the control group did not. The researchers then used a quasi-experimental design with non-equivalent Pre and Post-test to investigate their phenomenon. Findings indicated that the experimental group had less anxiety compared with the control group. The study explores the effectiveness of art in early childhood development. The relevance of social life and psychological wellness of children at that stage of life is relevant. Therefore, the researcher contributes to the understanding of cognitive development in early childhood.
The objective of the study was to understand whether digital devices such as cameras, computers, tablets, and film aid young children in creativity. In turn, the researchers explored how visual media helps the cognitive competencies of children. The hypothesis was that the young ones who show interest and join the program will be better at cognitive tasks. The researchers used qualitative methodology with a non-randomized sample of eight girls and one boy. The findings from the study indicate what visual digital media makes. Results indicate children exposed to the computers in a controlled environment were able to shoot and create a one-minute video and were more creative in playing. The relevance to the human lifespan is showing ways of enhancing cognitive abilities in early childhood. Thus, when children are trained early, they develop cognitive skills fast.
The purpose of the research was to examine the consequences of a play-based curriculum during the early childhood years. In addition, the authors hoped to establish how integrating play into the curriculum helps in the social development of pre-kindergarten kids, such as relating well with peers. It was the interest of the study to analyze the specific literacy skills that the children gain when teachers integrate language and vocabulary into their play. The researchers used a correlational systematic review as the primary methodology. Findings indicated a positive correlation between games and affective social competence skills. Results show a correlation with emotional regulation including the level of mood changes and intensity. Findings from this study contribute to lifespan development by showing how play contributes to social and cognitive skills during early childhood. The study is relevant in supporting the thesis that play and art are vital for correct cognitive and social development.
The objective of the study was to investigate how private, for-profit after-school programs utilize play to enhance the cognitive development of children. Specifically, the researchers wished to investigate how the curriculum of such kindergarten teachers integrates play for the cognitive and social development of young learners. The researchers adopted a qualitative research design utilizing a case study design. They analyzed the data using thematic analysis and established that some teachers endorsed play in their curriculum. To fit within their cultural context, the Chinese teachers regulated the play environment. The implication is that children learn to respect teachers while applying self-restraint. This paper is relevant to human lifespan development in that it supports the use of play in teaching early childhood learners values. Thus, for children to enhance their competencies in social skills, teachers should integrate games into their pedagogy.
The researcher’s objective was to find out the impact that early literacy instructions have on a child’s achievement, cognitive capability, and future approaches to learning. Specifically, the study perceives literacy education as foundational for intellectual development. It was also of interest in the study to establish if there are variances in kindergarten learning based on classrooms and instructional approaches. The authors used a longitudinal research design over one year from 1998 to 1999. The sample size for the study was 13, 609 from a total of 788 schools. The survey was the primary method of gathering data by teachers offering their direct ratings to students. Findings indicate that students whose teachers used integrated learning arts had higher achievements. Thus, the study further supports the role of teachers in the school in enhancing cognitive development during early childhood.
References
Cabello, V. M., Martinez, M. L., Armijo, S., & Maldonado, L. (2021). Promoting Science, Technology, Engineering, Arts, and Mathematics (STEAM) learning in the early years: “Pequeños CientĂficos” program. LUMAT: International Journal on Math, Science and Technology Education, 9(2), 33-62. Web.
Hamilton, A., Jin, Y., & Krieg, S. (2019). Early childhood arts curriculum: A cross-cultural study. Journal of Curriculum Studies, 51(5), 698-714. Web.
Kulal, M., & Supriya, P. R. (2020). A Quasi-experimental study to assess the effectiveness of art therapy on level of anxiety among hospitalized children in selected hospitals of Pune city. European Journal of Molecular & Clinical Medicine, 7(11), 27-32.
Leung, S. K., Choi, K. W., & Yuen, M. (2019). Video art as digital play for young children. British Journal of Educational Technology, 51(2), 531-554. Web.
McGinn, A. (2017). Play-based early childhood classrooms and the effect on prekindergarten social and academic achievement. UNI Scholar Works, 1-50. Web.
Wang, X., & Lam, C. B. (2017). An exploratory case study of an American-style, play-based curriculum in China. Journal of Research in Childhood Education, 31(1), 28-39. Web.
Xue, Y., & Meisels, S. J. (2004). Early literacy instruction and learning in kindergarten: Evidence from the early childhood longitudinal study-kindergarten class of 1998-1999. American Educational Research Journal, 41(1), 191-229. Web.