| dc.description.abstract | This study investigates the integration of STEAM (Science, Technology, Engineering, Arts, and Mathematics) in early years education using the innovative approach of lesson study. The aim of this research is to explore the characteristics of effective STEAM lessons in early years education, in an urban, junior primary school. Through a collaborative lesson study framework, educators collaboratively design, implement, and reflect upon STEAM-infused lessons, tailoring them to the unique developmental needs of 5–7-year-olds. The two teacher participants engaged in six lesson study cycles over the course of four months. Lesson study was used as a vehicle to implement STEAM lessons in two senior infant classes. Qualitative data was collected through semi structured interviews, lesson plans, and observations. Preliminary findings showcase a positive impact of STEAM in early years education and outline effective pedagogies and methodologies used. Furthermore, the findings illustrate how lesson study offers a conducive platform for educators to co-create developmentally appropriate STEAM experiences. Collaborative lesson planning and iterative refinement contribute to the design of engaging STEAM activities that facilitate young children’s STEAM experiences. However, challenges related to teachers changing practice and teachers lack of confidence in teaching STEAM in early years education were identified. Furthermore, the study highlights the significant impact of professional development for educators to effectively implement STEAM education. The work concludes by contemplating the place of STEAM education and lesson study in the current educational landscape and makes recommendations to support their implementation nationally. | en_US |
