Inquiry for Young Children

Sandra Linder, Ph.D., is currently full professor of Early Childhood Mathematics Education, Assistant Department Chair of Teaching and Learning, and Dean Fellow of Future of Schooling: Community Minded Education, at Clemson University. She received her M.Ed. in Elementary Education from Georgian Court University (NJ), and her Ph.D. in Curriculum and Instruction from Clemson University (SC). Angela Eckhoff, Ph.D., is currently a full professor of Teaching and Learning in the Darden College of Education at Old Dominion University, and formerly Director of the Virginia Early Childhood Policy Center at Old Dominion University (VECPC). She received her dual Ph.D. in Educational Psychology and Cognitive Science from the University of Colorado at Boulder, and her MS.Ed. in Educational Psychology from the University of Kansas.

The proposed table of contents below will be modified based on peer review feedback: Chapter 1: Why STEAM is Important for Young Children What is STEAM? Benefits of STEAM for young children Connection to children's natural desires to explore, be creative, and make connections Chapter 2: Emergence of STEAM in Early Childhood Education and Connection to 21st Century Skills STEM, STEAM, STREAM: Which Acronym is Right for You? STEM to STEAM - why are the arts important to include as a focus? What are the 21st Century Skills and how do they relate to early childhood education? Chapter 3: Using STEAM to Support the 4 C's (Communication, Collaboration, Critical Thinking, and Creativity) Understanding communication and collaboration in active learning STEAM learning and children's critical thinking Playing with creativity in STEAM learning Examples of children engaging in processes of inquiry in infant/toddler and preschool/pre-k settings Chapter 4: Setting the Stage for Growth Mindsets: STEAM is for Everyone Difference between growth and fixed mindsets Labeling within STEAM areas (I'm not a science or a math person) Developing positive identity and increasing motivation in STEAM areas Laying the foundation for future success, preparing 21st Century thinkers Chapter 5: Developing STEAM Experiences in Birth to Five Settings Understanding state and national STEAM standards and recommendations Integrating STEAM content across learning experiences Curricular considerations for infants and toddlers Curricular considerations for preschoolers Chapter 6: Supporting Play-Centric Practices and Social Emotional Development through STEAM Experiences Play as a primary driver of children's knowledge building Promoting children's positive self-efficacy as learners Collaborative STEAM experiences to support social learning in the classroom Chapter 7: Integrating STEAM and Literacy for Young Children Opportunities for literacy and language development in STEAM learning Content-based literacy learning Using children's STEAM literature to introduce and extend learning Chapter 8: Using Questioning to Support Children's Thinking in STEAM Learning Teachers as guides and facilitators of STEAM learning Questioning as a pedagogical support Developing open-ended questions Example question prompts across the STEAM disciplines Chapter 9: Assessment Strategies for STEAM Lessons In-process, formative assessment in STEAM Observation techniques and strategies Development of student learning documentation Considerations for pedagogical documentation in STEAM Chapter 10: Leveraging STEAM in Advocacy: Encouraging Young Children's Understandings of Identity, Diversity, Justice, and Action The need for equitable STEAM education opportunities for all children Supporting children as STEAM advocates Examples of STEAM advocacy learning in action Chapter 11: Supporting STEAM in Home and Community Environments Connecting children's STEAM learning to home and community contexts Building collaborations with families Building STEAM partnerships within students' communities