STEAM in Early Childhood: An Analysis Towards Teachers’ and Children’s Perspectives

Abstract This research examines teachers’ and children’s perspectives regarding STEAM (science, technology, engineering, art and math) in early childhood education. The participants of the study consisted of 35 teachers and 73 children selected from the children in the preschool classrooms where the teachers worked. Semi-structured interview forms prepared in line with the relevant literature and expert opinions were used as data collection tools in the research. The data obtained was analyzed using the content analysis technique. The themes obtained from the analysis of teachers’ perspectives and teachers’ knowledge about STEAM, materials used, activity types, activity resources, teacher competence, and solutions. The themes regarding the perspectives of children participants were determined as the topics children are curious about and the activities they enjoy about STEAM. Results showed that teachers did not have sufficient knowledge about STEAM, gave little place to STEAM activities in their classrooms, and had problems finding resources while preparing these activities and in the activity planning process. They also stated that teachers felt inadequate in implementing STEAM activities. According to the other results obtained from the research, the subjects that the children were most curious about in STEAM were science and engineering-related subjects, and the activities they enjoyed participating in the most were experiments, art, and games. The results were discussed per the relevant literature, and suggestions for STEAM applications in early childhood education were presented.