To STEAM or not to STEAM: investigating arts immersion to support children’s learning

Chapman, Susan Narelle and Barton, Georgina and Garvis, Susanne (2021) To STEAM or not to STEAM: investigating arts immersion to support children’s learning. In: Embedding STEAM in early childhood education and care. Palgrave Macmillan Ltd., Cham, Switzerland, pp. 155-172. ISBN 978-3-030-65623-2


Abstract

Over recent years the concepts of interdisciplinary learning involving Science, Technology, Engineering and Mathematics (STEM) and additionally Science, Technology, Engineering, Arts and Mathematics (STEAM) education have become popular approaches in a range of educational
contexts, especially within the early years. Despite this popularity, there is limited evidence in the scholarly literature highlighting the benefts and importance of STEAM for children’s learning outcomes and experiences. Further, some reports outline how the arts (dance, drama, media arts, music and visual arts) are often superficially tagged onto a STEM approach rather than embedding the arts authentically through learning and teaching.


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Item Type: Book Chapter (Commonwealth Reporting Category B)
Refereed: Yes
Item Status: Live Archive
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Date Deposited: 04 Jun 2021 04:23
Last Modified: 14 Jun 2021 04:35
Uncontrolled Keywords: STEAM; arts; early childhood
Fields of Research (2008): 13 Education > 1301 Education Systems > 130102 Early Childhood Education (excl. Maori)
13 Education > 1302 Curriculum and Pedagogy > 130201 Creative Arts, Media and Communication Curriculum and Pedagogy
Fields of Research (2020): 39 EDUCATION > 3903 Education systems > 390302 Early childhood education
39 EDUCATION > 3901 Curriculum and pedagogy > 390101 Creative arts, media and communication curriculum and pedagogy
Identification Number or DOI: https://doi.org/10.1007/978-3-030-65624-9_8
URI: http://eprints.usq.edu.au/id/eprint/42122

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