Limited research has examined STEM education in early childhood, or addressed how STEM is integrated into the curriculum in the kindergarten level. Teachers‟ conceptions of STEM appear to differ from the pedagogical theory. They may be aware of the basic subject concepts, but they lack the effective teaching approaches required to integrate the subject concepts into playful learning processes. Thus, it is important to investigate how teachers can design STEM activities that involve digital toys, in addition to the subject concepts, pedagogical approaches, and factors that affect teachers‟ pedagogical designs. The aims of this study were to 1) investigate the different types of STEM activities in a kindergarten in Hong Kong; 2) understand the perspectives of school management teams and teachers on implementing STEM activities, and 3) provide recommendations for STEM activities appropriate to kindergartens. Copyright © 2019 The Author(s). All Rights Reserved.
CitationLeung, W. M., & Hu, X. (2019). “We want STEM”: Exploring digital toys in a Hong Kong kindergarten. Journal of Education and Human Development, 8(4), 82-93. doi: 10.15640/jehd.v8n4a11
- Pedagogical design
- Digital toys
- Hong Kong kindergarten