An Iterative Participatory Approach to Developing an Early Childhood Problem-based STEM Curriculum

Abstract

This paper describes an iterative participatory curriculum design approach to developing a problem-based STEM curriculum for preschool children. The curriculum aims to teach young children problem-solving using an adapted version of the engineering design process (EDP). Despite evidence showing that a rigorous, integrated STEM curriculum promotes cognitive development and curiosity, very little STEM or engineering instruction occurs in classrooms for three- to five-year-old children, and few studies include teachers in the curriculum design process. Research has shown that, when children experience an engineering curriculum, they show an increase in engagement, in the number of engineering behaviors displayed, and in persistence in completing activities. As well, when teachers are involved in designing curriculum, they are more likely to feel empowered and sustain implementation. Qualitative analysis of semistructured interviews with 13 preschool teachers after the development