The Integrative Learning Approach in Early Childhood: A Proposed Framework Based on STEM -- A Field Study
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| Title: | The Integrative Learning Approach in Early Childhood: A Proposed Framework Based on STEM -- A Field Study |
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| Language: | English |
| Authors: | Abdelrahim Fathy Ismail (ORCID |
| Source: | European Journal of STEM Education. 2025 10(1). |
| Availability: | Lectito Journals. Wassenaarseweb 20, 2596 CH, The Hague, The Netherlands. Tel: 31-70-2190600; e-mail: info@lectitojournals.com; Web site: http://www.lectitopublishing.nl |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | Early Childhood Education, STEM Education, Interdisciplinary Approach, Field Studies, Creative Development, Child Development, Holistic Approach, Faculty Development, Curriculum Design, Sustainability, Arabs, Preschool Teachers, Foreign Countries |
| Geographic Terms: | Saudi Arabia |
| ISSN: | 2468-1954 2468-4368 |
| Abstract: | Integrative learning in early childhood is more than a teaching strategy; it is a philosophy that reflects how young children naturally view the world as a whole. Early childhood offers fertile ground for merging concepts of science, mathematics, and other domains through play, exploration, and discovery. Within this context, the present study explores the potential of the integrative learning approach in kindergarten from the perspective of STEM (science, technology, engineering, and mathematics). The study aimed to examine the requirements for activating integrative learning practices in early childhood education and the challenges that hinder their implementation, with the purpose of proposing a framework that responds to teachers' realities. A descriptive-analytical design was employed, using two structured questionnaires: the first explored challenges related to teachers, curricula, and classroom environments, while the second focused on requirements such as professional development, curriculum support, and classroom resources. Data were collected electronically from 270 kindergarten teachers across five Saudi cities and analyzed using descriptive statistics. Findings highlighted a complex landscape: while teachers recognized the promise of integrative STEM learning in fostering creativity, curiosity, and holistic development, they also pointed to gaps in training, rigid curricula, and limited resources. At the same time, they emphasized the need for professional development, flexible curricula, and supportive environments. Based on these insights, the study proposed a framework grounded in STEM principles that includes five interconnected elements: teacher preparation, curriculum design, classroom resources, integration philosophy, and monitoring and sustainability. The study recommends improving teacher preparation through ongoing professional development, promoting flexible curricula that support integrated STEM learning, and ensuring the availability of essential classroom resources. It also emphasizes continued collaboration among educators, curriculum developers, and policymakers to bring the proposed framework to life in creative and sustainable ways. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1491304 |
| Database: | ERIC |
| Abstract: | Integrative learning in early childhood is more than a teaching strategy; it is a philosophy that reflects how young children naturally view the world as a whole. Early childhood offers fertile ground for merging concepts of science, mathematics, and other domains through play, exploration, and discovery. Within this context, the present study explores the potential of the integrative learning approach in kindergarten from the perspective of STEM (science, technology, engineering, and mathematics). The study aimed to examine the requirements for activating integrative learning practices in early childhood education and the challenges that hinder their implementation, with the purpose of proposing a framework that responds to teachers' realities. A descriptive-analytical design was employed, using two structured questionnaires: the first explored challenges related to teachers, curricula, and classroom environments, while the second focused on requirements such as professional development, curriculum support, and classroom resources. Data were collected electronically from 270 kindergarten teachers across five Saudi cities and analyzed using descriptive statistics. Findings highlighted a complex landscape: while teachers recognized the promise of integrative STEM learning in fostering creativity, curiosity, and holistic development, they also pointed to gaps in training, rigid curricula, and limited resources. At the same time, they emphasized the need for professional development, flexible curricula, and supportive environments. Based on these insights, the study proposed a framework grounded in STEM principles that includes five interconnected elements: teacher preparation, curriculum design, classroom resources, integration philosophy, and monitoring and sustainability. The study recommends improving teacher preparation through ongoing professional development, promoting flexible curricula that support integrated STEM learning, and ensuring the availability of essential classroom resources. It also emphasizes continued collaboration among educators, curriculum developers, and policymakers to bring the proposed framework to life in creative and sustainable ways. |
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| ISSN: | 2468-1954 2468-4368 |
