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Playful STEAM learning in the early years : an educator's guide to screen-free explorations /

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MARC

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688484

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20251028120111.0

008		241114s2025 nyua b 001 0 eng d
010		\|a 2025398800
020		\|a9780807787090\|q(hbk.)
020		\|a9780807787083\|q(pbk.) :\|cNT$1031
020		\|a9780807783078\|q(ebk.)
035		\|a(OCoLC)1468560714
040		\|aYDX\|beng\|cYDX\|dBURCL\|dOCLCO\|dYDX\|dOCLCO\|dHBP\|dAKECL\|dWCT\|dINT\|dDLC\|dTMUE\|eaacr2
042		\|alccopycat
050	00	\|aLB1139.5.S35\|b.S85 2025
082	04	\|a372.35/044\|223
095		\|aTMUE\|b41\|cA0345528\|pB\|d372.35044\|eS949\|y2025\|tDDC\|r1031
100	1	\|aSullivan, Amanda\|q(Amanda Alzena)
245	10	\|aPlayful STEAM learning in the early years :\|ban educator's guide to screen-free explorations /\|cAmanda Sullivan and Amanda Strawhacker ; foreword by Merredith Portsmore.
260		\|aNew York :\|bTeachers College Press,\|cc2025.
300		\|axiv, 177 p. :\|bill. ;\|c23 cm.
490	1	\|aEarly childhood education series
504		\|aIncludes bibliographical references (p. 153-167) and index.
505	0	\|aIntroduction: What STE(A)M is and why it matters -- Part I: Why screen-free STEAM? -- STEAM, play, and young children -- Why integrate the "A" of the arts with STEM? -- Computational thinking without computers -- Access, equity, and inclusion in STEAM -- Part II: Teaching STEAM in early childhood contexts -- Exemplary pedagogies and practices for STEAM integration -- Planning and implementing STEAM in formal classroom settings -- Planning and implementing STEAM in informal learning settings -- Part III: Low-tech and no-tech STEAM experiences -- Integrating STEAM into everyday play -- The wonderful world of outdoor STEAM -- Makerspaces and messy play in early childhood -- STEAM and dramatic play -- Part IV: Screen-free technologies for learning -- Technology all around us -- Unplugged computer science for hands-on learning -- Coding in the classroom -- Conclusion: Beyond screen-free STEAM.
520		\|aDecades of research has shown that introducing STEM content like coding and engineering during the foundational early childhood years can lead to many benefits, such as improving children's number sense, problem-solving skills, and sequencing ability. Unfortunately, the costs of STEM technologies can be a barrier for many early childhood educators. Additionally, many digital tools and apps are not playful or developmentally appropriate for young learners and can be less inclusive of students who have been historically excluded from STEM. This book addresses these barriers by demonstrating how to leverage an interdisciplinary STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach to pique the curiosity of young students through play-based learning. The authors provide evidence-based, hands-on approaches as well as a practical framework to effectively integrate STEAM learning in the early grades (pre-K to third grade). Readers will explore new ways to play alongside their young learners to make powerful STEAM discoveries and foster a lifelong love of learning.
650	0	\|aScience\|xStudy and teaching (Early childhood)
650	0	\|aTechnology\|xStudy and teaching (Early childhood)
650	0	\|aEngineering\|xStudy and teaching (Early childhood)
650	0	\|aArts\|xStudy and teaching (Early childhood)
650	0	\|aMathematics\|xStudy and teaching (Early childhood)
650	0	\|aEarly childhood education\|xActivity programs.
650	0	\|aEducation, Primary\|xSocial aspects.
650	0	\|aComparative education.
700	1	\|aStrawhacker, Amanda.
700	1	\|aPortsmore, Merredith.
830	0	\|aEarly childhood education series (Teachers College Press)

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“This essential guide shows readers developmentally appropriate and equitable approaches to deliver important STEAM skills to young children in ways that are both impactful and fun.” ―Julie Dobrow, Tufts University

Early childhood educators know the benefits of young children exploring STEAM (science, technology, engineering, arts, math), but many products and apps on the market are cost-prohibitive, confusing, and not playful or developmentally appropriate. Playful STEAM Learning in the Early Years addresses these barriers head-on, sharing practical approaches for introducing STEAM that are simple to implement and engaging for both children and adults. The authors provide evidence-based, hands-on strategies as well as a practical framework to effectively integrate STEAM learning in the early grades (pre-K to 3rd grade).

Book Features:

Provides tips and strategies rooted in existing frameworks and guidelines, as well as the authors’ original research on the cognitive and socioemotional benefits of STEAM experiences.

Empowers early childhood educators working in any setting (informal, formal, or home settings).

Describes a new framework for the equitable design and implementation of play-based STEAM learning in early childhood settings.

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Amanda Sullivan is a senior researcher at the National Girls Collaborative Project (NGCP) and co-creator of the ScratchJr Coding Cards: Creative Coding Activities.

Amanda Strawhacker is the STEAM curriculum coordinator at Schechter Boston school in Massachusetts and has contributed to the development of commercially available educational STEAM products.

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