SCIENCE
Science involves thinking, observing, experimenting, making predictions, sharing discoveries, forming questions and exploring how the world works. It is common to hear that children are born scientists. From a very young age babies’ experiences allow them to try to figure out how the world around them works. These explorations reflect the basic steps of the scientific method. Babies perform little experiments with the data they collect to test their own theories about the world (their own little guesses about things).
In the example of repetitive play above, mum f inally realises this is not an accident – this is her baby exploring cause and effect, and the concept of gravity long before she can really understand it. This is what scientists do: they tinker, they experiment, they test, they repeat. Children benefit immensely from adults encouraging them to do more and to expand their potential experiences intentionally.
SIMPLE SCIENCE TOOLS AND MATERIALS:
• magnifying glass
• food coloring
• tweezers
• tongs
• plastic containers
• plastic cups
• measuring cups
• scales
• playdough Visit: english.com/steam
• ice
• water
• soap
• sand
• stones
• salt
• soil
• vinegar
• items from nature
TECHNOLOGY
What comes to mind when you think about technology? Computers? Smartphones? Smartboards? Tablets? Apps? These are all high tech tools and gadgets. Activities that are technology based can require the use of sophisticated electronics, but can also include activities that involve simple machines and tools that make jobs easier. Technology has evolved significantly over time and so the latter are now considered low tech tools, but still technology.
ELECTRONIC TECHNOLOGY INCLUDES:
•computers
•tablets
•smartphones
•smart boards
•cameras
•circuits
•electronic scales
•stopwatches
NON-ELECTRONIC TECHNOLOGY INCLUDES:
•scissors
•gears
•wheels
•torches
•funnels
•ramps
•measuring cups
•screwdrivers
•tweezers
As children use these tools, they are mastering their observation and cognitive skills while they learn about cause and effect, and how things work. Children start to identify which tools, simple or complex, can help them accomplish tasks in easier and more successful ways. The use of tools can take place at different stages of a STEAM activity: using a tablet to do research in the planning stage, using a torch during the process of experimenting and using a digital camera for collecting data to present findings later.
ENGINEERING
Engineering refers to the process of building and designing something mostly to solve a problem. It involves using materials, designing, creating, building, testing and maybe having to re‑design. Complex physics concepts may be explored, like gravity, balance, force, density and stability, but learning by doing helps these concepts become more accessible.
Children can be seen using engineering habits of mind during play from when they are very young: stacking wooden blocks to build a tall tower or standing cushions up to build the walls of a house.
These are the foundations for more complex understanding of engineering concepts and it is important to facilitate this type of thinking so that it is developed and extended.
ENGINEERING TOOLS AND MATERIALS INCLUDE:
•plastic cups
•magnetic tiles
•craft sticks
•cardboard boxes
•toothpicks
•string
•building blocks
•cardboard tubes
•playdough
ARTS AND DESIGN
A narrow view of art refers to visual arts alone. It is more useful, though, to interpret it through its broader definition of artistic types: painting, design, drawing, pottery, sculpture, murals, origami, photography, vocal and instrumental music, computer‑generated art and music, dance, drama, mime, puppetry, and film.
The Arts perform a very special role due to the creative element they bring to STEAM. Creativity is key during the process of inquiry, experimenting and designing solutions as well as in the communication of ideas and final results. Many concepts that are explored via STEAM can be quite abstract and the use of Art and Design can help them become more tangible.
ART AND DESIGN SUPPLIES:
• drawing paper
• construction paper
• cardboard
• crayons
• markers
• colored pencils
• chalk
• permanent markers
paint
• pipe cleaners
• watercolours
• feathers
• beads
• ribbon
• bottle tops
MATH
Maths refers to the process of understanding patterns, numbers, spatial relationships, size and shapes – another process that begins at a very young age, e.g. exploring the shape of objects with the hands and mouth, or building walls of the same height for a house made of blocks. Children explore these discoveries naturally through play and adults can support this intentionally by maintaining this hands‑on and learning‑by‑doing spirit as children grow older. Thus, abstract concepts in maths become concrete and comprehensible.
MATHS TOOLS:
• cards
• building blocks
• paperclips
• coins
• play money
• counters
• dice
• ruler
• tape measure
• scales
• grid paper
• sorting trays
• hula hoops
• magnetic shapes
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