Introducing STEM Concepts: How Can STEM or STEAM Be Effectively Integrated into the Kindergarten Curriculum? | ||
| مجلة کلية التربية فى العلوم التربوية | ||
| Volume 49, Issue 3, July 2025, Pages 83-132 PDF (1.15 M) | ||
| Document Type: المقالة الأصلية | ||
| DOI: 10.21608/jfees.2025.467310 | ||
| Author | ||
| Muna Ahmed Qurban Haji Mohammad | ||
| Associate Professor, Kuwait University, College of Education, Department of curriculum and instruction, Early Childhood Education | ||
| Abstract | ||
| This study explores the integration of STEM/STEAM (Science, Technology, Engineering, Art, and Mathematics) concepts into the kindergarten curriculum, focusing on the perceptions, readiness, and challenges experienced by pre-service teachers at Kuwait University. Using a mixed-methods approach, data were collected from 350 participants through a structured questionnaire combining Likert-scale items and open-ended questions. The quantitative results revealed strong agreement on the value of STEM/STEAM in enhancing children's creativity, problem-solving skills, and academic readiness. However, participants also reported significant challenges, including limited access to educational resources, time constraints within the curriculum, and a need for more practical training. Thematic analysis of qualitative responses confirmed these findings, highlighting participants’ desire for hands-on workshops, technological tools, and institutional support. The study concludes that while future educators are motivated to adopt interdisciplinary learning methods, effective implementation requires systemic changes in teacher preparation programs, resource allocation, and classroom scheduling. Recommendations are provided for curriculum developers, policymakers, and educational institutions to foster more accessible and impactful STEM/STEAM education in early childhood settings. | ||
| Keywords | ||
| STEM; STEAM; Early Childhood Education; Kindergarten; Teacher Training; Educational Resources; Curriculum Integration; Technology in Education; Pre-service Teachers; Qualitative and Quantitative Analysis | ||
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