Integrating Child Art as a Pedagogical Strategy for Teaching Science, Technology, Engineering and Mathematics at Early Childhood Development Level in Bulawayo Central District, Zimbabwe
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Date
2023
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Abstract
As knowledge regarding human development and learning continues evolving due to the
global influences it has created an undeniable opportunity in researching on contemporary educational
practice. Science, Technology, Engineering and Mathematics (STEM) is influencing educational practice
from basic to tertiary education. This study acknowledges that teachers are essential and direct agents to
supporting early STEM learning. Thus, this study is predominately a qualitative research approach with
an interpretive epistemological and constructivist ontological perspective. Data was collected through
semi-structured interviews from ten purposively sampled Early Childhood Development (ECD) teacher
participants and formal analysis of 30 child art production (visual analysis of artefacts). The study affirmed
that, art practice at ECD is a compatible strategy for early STEMlearning. It was found that ECD learners’
attitudes are receptive of art practice as a constructivist approach. The results revealed that teachers used
learner development checklists and child art as a tool to measure learner development and progress in
STEM. The findings of the study established that teachers and learners encountered challenges such as
limited teaching and learning resources, lack of expertise among some teachers, parental interference and
content overload. Despite the indicated challenges, the study concluded that the integration of child art as
a pedagogical strategy enhanced imparting of STEM skills among learners at ECD level. The study
recommended that the Ministry of Primary and Secondary Education should capacitate ECD teachers
through professional development programmes that focus on ECD STEM learning and teaching.
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Manokore, K. et al (2023) Integrating Child Art as a Pedagogical Strategy for Teaching Science, Technology, Engineering and Mathematics at Early Childhood Development Level in Bulawayo Central District, ZimbabweBritish Journal of Multidisciplinary and Advanced Studies: English Lang., Teaching, Literature, Linguistics & Communication, 4(5): 1-20.