Project-based STEM Learning in the Early Years

Photo by Robo Wunderkind

Two teaching approaches that encourage children to engage in authentic and relevant actives, the Project Approach and STEM-based learning, “both hold to the common philosophy that true education inspires and motivates children to be lifelong learners”. A communityplaythings.com article explores how merging these two methods can produce potential for real-life learning.

In her article, Sylvia Chard explains how “the Project Approach offers children open-ended experiences as the basis of the curriculum. STEM programs focus on expanding a child’s knowledge and interest in the science and math domains”. She explores how, in early childhood, projects involve open-ended studies of everyday topics in which teachers allow children to discover the answers themselves through inquiry at field sites or by interviewing experts. STEM (an acronym for science, technology, engineering and mathematics) offers an integrated approach through systemic investigation and real-life application, “discussing and working on relevant lessons, doing field studies, and consulting with experts outside the classroom”.

The author argues that the two methods are mutually complimentary, and help to overcome teachers’ feelings that they may not themselves have the background to provide detailed specialist information to support children’s investigation of specific topics.

The article first looks at the 3-fold structure of the Project Approach:

1. Launching a Project: Students’ Initial Understandings

   During this phase the teacher:

   • encourages children to share relevant personal stores of experience

   • assesses the children’s vocabulary, their individual interests, and misconceptions or gaps in current knowledge

   • helps them formulate questions that they can investigate or projects with a STEM focus, relates the enquiries to the appropriate STEM areas

   • introduces new vocabulary associated with the relevant area of study

2. Developing a Project: Building the Knowledge

   During this phase the teacher:

   • arranges field visits where children can investigate experts according to the topic of study

   • directs children to books, internet sites and videos to gain information about their topic of study

   • encourage children to us many forms of representation to illustrate what they have learned and to be able to use in sharing their knowledge with classmates

3. Concluding a Project: Presenting Your Work

   In this phase the teacher:

   • helps children review their achievements

   • provides opportunity for the children to share their work with parents, classmates, or member of the local community who have helped them with their investigations

   • assesses the child’s learning in their area of study with the project

The author notes that “almost any curriculum goals can be integrated into project work” using these intrinsically motivated, child-centred methods of enquiry. “The teacher records the STEM subject objectives, specific skills, and knowledge in her planning, and the project documentation provides evidence of learning.” She concludes, “When using both the Project Approach and STEM-focused learning in your classroom, children are empowered to ask questions, investigate, problem-solve, communicate, and discover. By building on their natural curiosity instead of imposing a scripted curriculum, the children become independent thinkers and lifelong learners. The authentic learning they experience extends beyond the classroom into the world.”