THE USE OF STEAM APPROACH IN PRESCHOOL FOR CHILDREN’S HOLISTIC DEVELOPMENT

Abstract

This article discusses a research based on young children in the preschool setting. With the substantial evolution of technology, the 21st century young children are growing way more advance compared to the previous generations. To enhance the cognitive, language and socioemotional development of young children, it is vital to examine the teaching and learning approach in early childhood discipline. On that account, the study attempted to investigate the needs analysis for the STEAM approach in science and mathematics teaching in preschool classroom setting. Five in-service preschool teachers were selected through purposive sampling to participate in the semi-structured interview to collect comprehensive descriptive data on how the preschool teachers conduct their science and mathematics lessons in actual practice. Thematic analysis of the findings revealed four main themes with sub-themes for each construct. The findings indicated that the science and mathematics lessons were conducted rigidly according to the syllabus stated in the National Preschool Standard-Based Curriculum (NPSC). Consequently, the preschool teachers supported the implementation of Science, Technology, Engineering, Arts and Mathematics (STEAM) approach in order to cultivate enthusiasm and stimulate thinking skills among the young children towards a holistic development. This current research will raise the understanding of STEAM and its importance to all the early childhood practitioners and relevant authorities. Though the article only discusses the needs of the STEAM approach employed, the importance of this research in the Industrial Revolution (IR) 4.0 era indicates the significance of science and mathematics teaching of young children via STEAM to enhance all aspects of growth. It is hoped that constructive feedback will makeup to the reality of this magical power of the STEAM approach.