Tunnicliffe, Sue Dale;
(2022)
Play and STEM in the early years.
In: Tunnicliffe, Sue Dale and Kennedy, Teresa, (eds.)
Play and STEM Education in the Early Years: Iterntaional Polcies and Practice.
Springer Nature: Cham, Switzerland.
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Text (Chapter 2)
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Abstract
Experiences at the beginning of life form the basis for funds of knowledge of the emergent learners. In playing, these earliest of years children are observing and investigating from what they find out for themselves, forming their own interpretation of the world which they experience. Even before speaking they begin communicating to others. Once they can talk, they will talk about what they do and ask questions. The majority of play activities, whether with everyday objects or human designed and constructed artifacts or toys, involve STEM actions which we seek to identify so that when formal learning is initiated such experiences, with particular reference to England.
| Type: | Book chapter |
|---|---|
| Title: | Play and STEM in the early years |
| DOI: | 10.1007/978-3-030-99830-1_2 |
| Publisher version: | https://doi.org/10.1007/978-3-030-99830-1_2 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher's terms and conditions. |
| Keywords: | Early years, Play, Categories, Progression, STEM, Adults |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment UCL > Provost and Vice Provost Offices > School of Education UCL |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10147464 |
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