Integrating STEM Learning into Toddlers' Daily Lives – Exploring "Water"
A：From the evidence of the past 30 years of research, children can develop and test their own theories like scientists (Gopnik, 012; Gopnik, Schulz, & Schulz, 2007; Gopnik & Wellman, 2012). For example, many children drop a spoon on the ground to test whether it will fall every time they let go of it. This is similar to the way scientists conduct experiments.
A：STEM learning is closely related to our daily lives and can even be integrated into a child’s daily life. Parents can explore STEM with their children in their daily routines. The goal of STEM education in early childhood is to stimulate children’s curiosity about the world and encourage them to continue exploring their surroundings. Although most children are naturally curious about the world, their curiosity may fade if it is not satisfied. Therefore, STEM education should start early to help children gain a sense of satisfaction and confidence in their explorations, making it easier for them to continue exploring the world with curiosity and independence in the future.
A：Even without using any learning tools, daily interactions between parents and young children can build confidence in the child’s exploration. Gentle interactions from parents can help the child feel loved and secure. As long as the child feels safe around people and the environment, they will naturally begin to explore. For example, in daily routine activities, adding small elements can easily help with the child’s overall development. Using the concept of “water” as an example, parents and children can drink water, clean, wash hands, or take a bath together while engaging in relevant conversations with the child.
A：Quality language input for language development requires three things: quantity, quality, and consistency. By talking more with their young children, increasing the diversity and quality of language input, and consistently engaging in conversations with them, parents can unconsciously lay the foundation for their children’s language development. For example, in situations related to water in daily life, parents can increase their children’s vocabulary input by asking and answering questions, such as “There is water when we turn on the faucet, there is water from the showerhead, and there is water in the water kettle” or “We drink water, we take a shower with water, and we wash our hands with water.”
A：During the process, parents can describe the child’s observations and activities. For example, during water play, parents can say things like “let’s try to catch the water,” “the water is cool and wet,” “the water is flowing away,” etc.
A：Parents can let their children play with simple household tools, such as showerheads with adjustable temperature or faucets with adjustable water flow in the bathroom. Common toys include balls, and even common items such as paper can be used in activities. The tools and materials needed are not the main focus. As long as parents have the desire to explore with their children, simple tools can bring endless joy.
A：Early exposure to conceptual vocabulary can support children’s vocabulary and cognitive load development (Kail, Lervag, & Hulme, 2016). As long as parents do not force children to memorize scientific vocabulary and theories, it is okay to use appropriate words and sentences in natural interactions.
A：Combining water play with STEM is also simple. You can give your child some small toys to freely play with, and your child may repeatedly drop the toys into the water and repeat these actions multiple times. This is one of their ways of exploring the world.
A：You can also extend the concept of “water” to other life concepts, including weather (rain), food (ice), and environment (rivers and oceans), etc. This is also the advantage of using concepts instead of themes. When parents use theme-based learning, the content is easily limited to the current theme and lacks extension. When we start with scientific concepts, we will find that the same scientific concept can be seen in various aspects of life.
A：The pace of learning for young children is naturally slower than that of adults, and parents can follow their child’s pace to understand and explain the world. Parents do not need to worry that focusing on one theme will cause the child to miss other learning opportunities. Focus is the first step in learning. Only when the child is focused on something can they absorb the knowledge within it. If a child’s focus is often interrupted by parents, they are more likely to develop a habit of not paying attention. Instead, parents can pay more attention to the child’s focus and introduce new topics when they notice the child shifting their focus.