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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Statistics for this ePrint Item |
| 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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