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All Journal International Journal of STEM Education for Sustainability
Stonier, Francis
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Education

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Parental Perceptions of STEAM Education of Early Childhood Education for Social Development:A Case of St. Joseph Kindergarten Asmara Eritrea Elias, Samson Kifletsion; Stonier, Francis; Musengamana, Irene
International Journal of STEM Education for Sustainability Vol 4, No 1 (2024)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI) 

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/ijses.v4i1.294

Abstract

In the twenty-first century, parents face the most intense competition in raising gifted kids with high STEAM (Science, Technology, Engineering, Art, and Mathematics) quality who are prepared to take on difficulties, and kindergarten is the foundation for this holistic life of the child. However, there can be no meaningful social development without parental involvement in the child's STEAM education.  The current study examines how parents view STEAM education for young children in Asmara, Eritrea's St. Joseph STEAM-integrated kindergarten to ensure healthy social development. The study used mixed techniques to identify parents' perspectives toward STEAM education and how it affects their kindergarteners' academic and social/emotional growth. It also investigated the barriers that prevent parents from becoming involved in their children's education. The quantitative data was gathered from thirty parents (n=30). On the other hand, semi-structured interviews with fifteen parents involved them. The results showed that in the kindergarten used in the case study, parents were seen as being involved at home and paying for the child's transportation and school expenses. Furthermore, it was discovered that parents encourage their kids' social and emotional growth. In addition, the study discovered a few characteristics that influence parents' perceptions of STEAM education in kindergarten, including a lack of STEAM education knowledge and awareness, a lack of time for a child's follow-up, low parental income, low educational attainment, and a lack of someone to watch the other kids. Furthermore, the current study recommends further research that incorporates various types of kindergartens with different parents to enrich the data on parental perception of STEAM education in Eritrea.
Impact of STEM Professional Development Sessions on Chinese Pre-service Early Childhood Teachers Stonier, Francis; Adarkwah, Michael Agyemang
International Journal of STEM Education for Sustainability Vol 3, No 1 (2023)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI) 

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/ijses.v3i1.96

Abstract

STEM only recently became part of the official Chinese public school curriculum in 2017 and suggested to be included in the primary school curriculum in 2018. This study shares findings from 79 Chinese pre-serivice early childhood teachers participating in a variety of hands-on STEM activities over a two week period. A follow-up question session was conducted with the translator as well. This training was offered outside of normal class times as a professional development. Data showed significant differences between the pre- and post- surveys along with strong relationships between main categories. Indications are that the sessions helped to promote the participant’s interest, perception, self-efficacy in STEM, as well as, thoughts toward STEM/science teachers and classes in their current program. Findings most strongly indicated that the sessions aided understanding of STEM and that STEM could be fun in terms of both learning and teaching. Overall, it appeared that the professional development sessions were meaningful for the participants and highlighted STEM practices and concepts in a positive light.
Co-Authors Adarkwah, Michael Agyemang Elias, Samson Kifletsion Musengamana, Irene