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International Journal of New Developments in Education, 2022, 4(4); doi: 10.25236/IJNDE.2022.040403.

Research on the Design and Practice of Early Childhood Science Education Activities Based on the Concept of STEAM


Jie Zhou

Corresponding Author:
Jie Zhou

School of Education Science, Liupanshui Normal University, Liupanshui, China


STEAM education emphasizes the interdisciplinary integration of the five disciplines of science, technology, engineering, art, and mathematics, based on real situations, with the goal of cultivating core literacy. Early childhood science education activities and STEAM education both emphasize the holistic development of young children, and advocate the cultivation of children's inquiry ability and scientific literacy. This article attempts to integrate the STEAM concept into early childhood science education activities. By sorting out STEAM education related materials, try to design kindergarten science activities based on the STEAM concept, and design activity plans for implementation. Through the implementation of the activity plan, this study achieved the following effects: 1) acquired the ability to solve problems in the situation; 2) embodied the concept of child-centeredness; 3) promoted the development of children's higher-order literacy. In view of the shortcomings of the activities, this paper puts forward the following suggestions: 1) Make full use of the resources around you to help the effective implementation of the exploration activities; 2) The activity materials are reasonably put in to ensure the effective development of the exploration activities; 3) The activity process pays attention to guidance and triggers the exploration activities effective exploration.


STEAM concept, science education, activity design, kindergarten

Cite This Paper

Jie Zhou. Research on the Design and Practice of Early Childhood Science Education Activities Based on the Concept of STEAM. International Journal of New Developments in Education (2022) Vol. 4, Issue 4: 12-21. https://doi.org/10.25236/IJNDE.2022.040403.


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