The integrating of Science, Technology, Engineering and Mathematics (STEM) and Science, Technology, Engineering, Art and Mathematics (STEAM) in Early Childhood Education in developing countries has proved to be a workable strategy in enhancing inclusive and equitable quality education and lifelong opportunities for all (SDG 4) towards achieving Sustainable Development Agenda by the year 2030.This paper presents a critical review of early childhood education in Africa, its impacts, benefits, challenges and plausible remedies. Theoretical frameworks in use were x-rayed with basic characteristics and types of pedagogical tools highlighted. A firsthand experience of non-formal, community-linked and integrated approaches, STEM Play cycle and Culturo-Techno-Contextual Approach (CTCA) to STEM and STEAM education at childhood stage was carried out in Ekiti State, a rural –urban setting in densely populated Nigeria for this case study research. The role of culture and influence of environment in learning were showcased.
CITATION STYLE
Ogunlade, I. (2023). A Novel Pedagogical Tool For Childhood Education In STEM And STEAM Towards Achieving Sustainable Development Goals In Africa. SFU Educational Review, 15(1). https://doi.org/10.21810/sfuer.v15i1.6175
Mendeley helps you to discover research relevant for your work.