The importance of the Integrated curriculum (STEM, STEAM, STREAM & STEMIE) curriculum area in relation to facilitating creativity in young children
STEM (Science, Technology, Engineering, Mathematics), STEAM (Science, Technology, Engineering, Arts, Mathematics), STREAM (Science, Technology, Reading, Engineering, Mathematics), STEMIE (Science, Technology, Engineering, Mathematics, Inclusion and Equity) are all integrated curriculum models, which help young children cultivate holistic, creative, and critical thinking in them. In these approaches, experimentation is encouraged and creativity is fostered through questioning, hands on work, group work and problem solving (Howard & Mayesky, 2022). Early learners are encouraged to explore, imagine and innovate through an integration of experiences that engage them in learning earliest understandings of how the world works. Integrated curricula includes diverse disciplines that allow children with a variety of abilities and from a range of backgrounds, to be involved in creative exploration of real world concepts (Isbell & Yoshizawa, 2016).
The creativity theories and perspectives in the context of the Integrated curriculum (STEM, STEAM, STREAM & STEMIE) topic and early childhood education
Integrated learning is rooted in constructivist and sociocultural oriented perceptions of creative development involving the role of play, exploration and social interaction. According to Vygotsky’s theory, scaffolding and social context in solving problems and imaginative thinking are stressed (Connor & Toper, 2015). Howard and Mayesky (2022) state that the integration of arts and inquiry is in support of divergent thinking and expression. According to Isell and Yoshizawa (2016) nurturing creativity involves open ended tasks where she can test, adapt or innovate. Integrated learning helps structure learning — where children make connections between ideas and experiences they learn across domains — creating an environment of creative confidence and interested, curious learning that extends throughout life.
Resources, materials, and digital technologies that could be utilised by an early childhood teacher to engage children in the chosen Integrated curriculum (STEM, STEAM, STREAM & STEMIE) curriculum area
Open ended resources that teachers of the early childhood can use include blocks, loose parts, ramps, recycled materials, magnifying glasses, light tables, and sensory bins to promote integrated learning. STEAM and STREAM projects are supported by art supplies, books, natural materials and musical instruments. It can capture, investigate, and develop children’s learning by means of digital tools such as tablets, coding toys (such as Bee-Bots), drawing apps, and video recording devices. The application of technology should mean something, some-thing that can support collaboration, representation, and inquiry (Lange, Brenneman & Mano, 2019). In these resources, children gain experience both with scientific concepts and with designing creative solutions, all through multiple means of communication.
Examples of learning experiences for 0-2 years, 2-3 years, 3-5 years, and 6-8 years that early childhood teachers could use to develop young children’s creativity in the Integrated curriculum (STEM, STEAM, STREAM & STEMIE) curriculum area.
0–2 years: The babies play with sensory lights, sound blocks and water trays for the 0 to 2 year olds. Educators support curiosity and experimentation.
2–3 years: Toddlers investigate movement and speed through ramps and balls and use recycled materials and soft blocks to build ramps 2–3 years.
3–5 years: STEAM challenge(s): Foil boats designed by preschoolers (3–5 years) are tested in water. Using engineering, science, art and business they make predictions, build, and adapt.
6-8 Years: Children, working in teams, during 6–8 years, solve real world problems e.g. building a wind powered machine, a bug hotel and integrate STEM concepts with reading and artistic design (STREAM). These kinds of experiences do just that, cultivating in students critical and creative thinking by virtue of observing, inquiring, and discovering hands on (Lange et al., 2019; Isbell & Yoshizawa, 2016).
Three (3) original creative learning opportunities for young children (1 x 0-2 years, 1 x 2-3 years, 1 x 3-5 years) that early childhood teachers could use to develop young children’s creativity in the Integrated curriculum (STEM, STEAM, STREAM & STEMIE) curriculum area.
0–2 years: “Light and Shadow Play”. Light projectors project shapes and light on translucent objects, and infants repeatedly explore fabric while sitting. Educators will narrate and stimulate sensory interaction.
2–3 years: “Bridge Builders”. Cardboard tubes, blocks and soft toys are used by toddlers to build bridges between two tables. Motor and problem solving skills take form for them as they explore balance and design.
3–5 years: “Rainbow Coding Maze”. Working with Bee-Bot, there are a load of colourful floor tiles which children use to represent weather conditions, and the children design a path for the Bee-Bot to follow. They teach stories, predict and test outcomes, and take in all the pieces with math and coding. Such playful, open-ended tasks are meant to foster curiosity, trial and error thinking and innovative responses in inclusive and diverse contexts (Howard & Mayesky, 2022; Lange et al., 2019).
Critically reflection and evaluation
I feed my personal creativity by visual thinking, having fun experimenting, and constantly looking for opportunities for hands on discovery of 'big ideas.' This is what allows me to so rich, open end experiences that encourage the integrated curriculum. The world looks through a lens of connection and, that as supported the children to view the gaps of art and science, of technology and story telling. Educators need to model curiosity, imagination and perseverance, that’s exactly what I bring in to every learning space, I believe, as Isbell and Yoshizawa (2016) remind us. I welcome uncertainty and consider mistakes as a means of learning which fosters a childhood environment where children are safe to also take risks and innovate. Additionally, I have characteristics that help support inclusivity and responsiveness as are the cornerstones of the STEMIE model in which all children’s voices and talents are honored and embraced. I scaffold children’s creative thinking with project based learning and offer authentic contexts in which they reflect, test ideas, and problem solve in groups. They are also aligned with Howard and Mayesky (2022) notion of creativity as a mode of thinking more than a product.