Start Date
4-9-2023 1:30 PM
End Date
4-9-2023 2:30 PM
Subjects
STEM education, Play based learning, Early childhood education
Abstract
As national and state-based reforms in early education roll-out across Australia, concern for building a well-qualified workforce to meet growing demand has intensified. In parallel with the reforms, teachers and educators are reminded by the recently released 2022 Early Years Learning Framework to design programs that support intentionality in play-based learning. However, the literature shows that despite the concept of intentional teaching being around since 2009, difficulties with how to do this remains. This presentation takes up this challenge, by 1) sharing the collective findings of 6 Australian Research Council-funded research projects into play and learning in STEM; and 2) presenting an evidence-informed model of a Conceptual PlayWorld that resulted from this foundational research. The model is currently being released across Australia (and internationally) to supports educators and teachers to create the conditions for conceptual development in children’s play. The model will be shared via video recordings alongside of findings from a spectrum of research that has been funded through the ARC Laureate Fellowship Scheme over 5 years.
Recommended Citation
Fleer, M. (2023). Conceptual development: How do early educators and teachers support children’s early thinking in STEM? In K. Burns (Ed.), Research Conference 2023: Becoming Lifelong Learners. Proceedings and Program (pp. 43–50). Australian Council for Educational Research. https://doi.org/10.37517/978-1-74286-715-1-15
Copyright Statement
Copyright Australian Council for Educational Research 2023
Place of Publication
Melbourne, Australia
Publisher
Australian Council for Educational Research
ISBN
978-1-74286-715-1
DOI
https://doi.org/10.37517/978-1-74286-715-1-15
Geographic Subject
Australia
Included in
Curriculum and Instruction Commons, Early Childhood Education Commons, Science and Mathematics Education Commons
Conceptual development: How do early educators and teachers support children's early thinking in STEM?
As national and state-based reforms in early education roll-out across Australia, concern for building a well-qualified workforce to meet growing demand has intensified. In parallel with the reforms, teachers and educators are reminded by the recently released 2022 Early Years Learning Framework to design programs that support intentionality in play-based learning. However, the literature shows that despite the concept of intentional teaching being around since 2009, difficulties with how to do this remains. This presentation takes up this challenge, by 1) sharing the collective findings of 6 Australian Research Council-funded research projects into play and learning in STEM; and 2) presenting an evidence-informed model of a Conceptual PlayWorld that resulted from this foundational research. The model is currently being released across Australia (and internationally) to supports educators and teachers to create the conditions for conceptual development in children’s play. The model will be shared via video recordings alongside of findings from a spectrum of research that has been funded through the ARC Laureate Fellowship Scheme over 5 years.