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https://app.mindmup.com/map/_free/2024/04/69972df0f1a411eebe4af7012fa26a44

References:

Stone, B.A (n.d), 6 ways to learn Science through Play, the Genius of play, viewed 4th April 2024,

<thegeniusofplay.org/genius/expert-advice/articles/6-ways-to-learn-science-through-play.aspx#.YUgKu7gzY2w>.

Council of Australian Governments (2022), Belonging, Being and becoming – the Early Years Learning Framework for Australia, Department of Education and Training, Canberra.

If the other part is used??

Aitken A, Hunt J, Roy E, Sajfar B, (2012), A Sense of Wonder Science in Early Childhood Education, Teaching Solutions, Blairgowrie, Australia.

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“High-quality STEM experiences provide young children with opportunities to develop critical thinking, executive functioning, and problem solving skills… and sets the stage for how they approach learning and thinking about rich content into the future.” (Early Childhood STEM Working Group, 2017, pg. 8)

Technology refers to  “anything that is human-made that is used to solve a problem or fulfill a desire” (Early Childhood STEM Working Group, 2017)

Technology is an important tool used to support learning across all areas of the curriculum, as opposed to being a content area to be studied such as Science or Mathematics (Early Childhood STEM Working Group, 2017). It is essential for educators to recognise the benefits of both digital and analogy tools to support children’s learning in ECE.

Pelo (2009) explores the importance of developing a curriculum that is influenced by children's questions and pursuits. Technologies can support children to explore the world around them, investigate things that interest them, and provoke shared discussions and ideas.

Reference (Harvard)

Ann Pelo, 2009, A pedagogy for ecology, Rethinking Schools, 23(4), viewed 24 March 2024, <https://rethinkingschools.org/articles/a-pedagogy-for-ecology/>

Early Childhood STEM Working Group, 2017, Early STEM Matters: Providing High Quality STEM Experiences for All Young Learners: A Policy Report by the Early Childhood STEM Working Group, pdf, viewed 4 April 2024, <https://d3lwefg3pyezlb.cloudfront.net/docs/Early_STEM_Matters_FINAL.pdf>

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Let me know if you would like any changes to be made!

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We chose to do an infographic poster on the benefits of STEM in early childhood and aimed this at early childhood educators.

It is important to shift and diversify our perspectives, recognising the significance of our teachings through various lenses, As noted by Nolan and Raban-B (2015)This serves as a reminder for our colleagues who may perceive STEM as either overly challenging or irrelevant for children aged 0 to 5. STEM is crucial for early childhood development as it fosters critical thinking, problem-solving skills, and logical reasoning from a young age, laying the foundation for future academic success and preparing children for the demands of an increasingly technological world.

We thought it was important to spice things up with some eye-catching pictures and graphics. Reading a wall of text can be a drag. So, we handpicked visuals that really pop, aiming to grab your attention and get our message across in a snap. We aimed to keep it simple, make it easy to follow, and ensure you get what we're saying without getting lost in a sea of words. We're all about cutting through the noise and getting straight to the point, making sure you're in the loop without having to read a novel.

In a modern age where technology is commonly recognise as digital, we have deliberately included visuals of analogue technologies in efforts to shift educators thinking and highlight technology to be viewed as any man-made tool that has been designed with a purpose.

We also incorporated important and considered references, emphasizing the backing behind our ideas. Naturally, we included the EYLF, our guiding light in this realm.

Reference

Nolan, A & Raban-Bisby. B (2015) Theories and Perspectives: Theories into practice: Understanding and rethinking our work with young children and the EYLF. (P5-11). Teaching Solutions.

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The importance of mathematical play

As stated in the National quality standards, quality area one Element 1.1.3 Program learning opportunities - All aspects of the program, including routines, are organised in ways that maximise opportunities for each child’s learning. (ACECQA, 2017)

This includes providing children with Mathematical opportunities and challenges in their routine and play.

The potential of play to facilitate children’s mathematical thinking depends largely on educators’ ability to “seize on the teaching opportunities in an adequate way”, It may be thought that this ability requires strong mathematical knowledge, but research shows that as long as an educator can see the connection between play and mathematical learning then the potential is endless.

Having a ‘what if’ approach to play can open many doors to other learning opportunities.

Mathematical concepts that can be focused in the early years environment may be:

- Numbers and counting (counting sequence, number recognition, understanding the value)

- Measurement (weight, height, volume)

- Shapes (understanding shapes have different value)

- Sorting and pattern

ACECQA (n.d.). National quality standards.

https://www.acecqa.gov.au/nqf/national-quality-standard/quality-area-1-educational-program-and-practice

Bobis, J., Vries, E. D., Dockett, S., Highfield, K., Hunting, R. P., Lee, S., Perry, B., Thomas, L., & Warren, E. (2010). Playing with Mathematics: Play in Early Childhood as a Context for Mathematical Learning. https://doi.org/2010- july

Naik, A. (2023). Full And Empty Concept For Preschoolers [Photograph]. https://www.firstcry.com/intelli/articles/full-and-empty-concept-for-preschoolers/