Nama : Dhiza Uma Rahmania

NIM : 1601417038
Rombel :3
1. Review
Title Implementing STEAM in the Early Childhood Classroom
Author Nancy K. DeJarnette
Publication European Journal of STEM Education, 2018, 3(3), 18 ISSN: 2468-4368
Reviewer Dhiza Uma Rahmania
Aim The researcher explored how providing hands-on professional
development, consistent support, and rich resources for STEAM lesson
implementation into the early childhood curriculum would impact the
dispositions, self-efficacy, and rate of implementation for teachers. The
study also involved observation of the reception of STEAM instruction
by preschool children.
The main The theoretical framework for this study was based on the sociocultural
theory used theory leading to the Constructivist theory, which is an approach to
learning based upon the work of Vygotsky (1978). Sociocultural theory
accentuates the importance of students’ interaction with others and their
environment in order to gain understanding. Constructivist theory
emphasizes the importance of providing students with authentic
learning experiences where they can relate real world problems and
situations to the task at hand (Wilson, 1996).
Sample The study involved 50 in-service preschool teachers in an urban high-
needs area in the northeastern United States.
Method This research is based on a phenomenological approach focusing on the
“lived experiences” of the participants within the professional
development provided and its aftermath.
Result These research findings showed a statistically significant change in how
preschool teachers’ confidence levels positively increased regarding
their ability to plan and implement STEAM lessons for their
preschoolers as a result of their engagement in the professional
development sessions. However, even as the preschool teachers were
actively engaged and experienced an increase in their knowledge, skills
and dispositions regarding STEAM implementation, they were still
reluctant to implement, as none of them implemented a STEAM lesson
independently during the course of this study (self-reporting). More
research needs to be done in the area of STEAM implementation in the
PK-3 classrooms as more and more states adopt the NGSS, which
formally incorporates engineering education and STEM across all grade
levels. Suggested research may involve investigating professional
development strategies that increase the likelihood of actual classroom
implementation, such as offering in-class support for teachers when
implementing STEAM lessons with their children for the first time.

2. Relevant Journal
a. The Role of STEM (or STEAM) in the Early Childhood Setting by Karen
W. Lindeman, Michael Jabot, and Mira T. Berkley
 b. Implementation of STEAM (Science Technology Engineering Art Mathematics) –
Based Early Childhood Education Learning in Semarang City by Muniroh
Munawar, Fenny Roshayanti, and Sugiyanti Sugiyanti
c. Dancing robots: integrating art, music, and robotics in Singapore’s early childhood
centers by Amanda Sullivan and Marina Umaschi Bers
From those journal we can conclude that :
a. The arts and other developmentally appropriate activities (i.e., blocks, painting,
music, etc.) are added to STEM to create STEAM. Specifically, this chapter focuses
on Technology, Engineering, and the Arts within the contexts of Science and
Mathematics in the early childhood setting. By allowing children the time to explore
and create, young children will wonder about the world around them. The chapter
concludes with suggestions for early childhood professionals to create environments
(physically, temporally, and interpersonally) that encourage and expand the STEM
principles.
b.  Research shows that there is a positive relationship between STEAM experience at
early age and school success in the future. Data analysis results show that the
implementation of STEAM-based learning is not fully integrated, so assistance by
expert teams is needed and there is no  comprehensive learning media tool.
c. Results indicate that children were highly successful at mastering foundational
programming concepts. Additionally, teachers were successful at promoting a
collaborative and creative environment, but less successful at finding ways to engage
with the greater school community through robotics. This research study was part of
a large country-wide initiative to increase the use of developmentally appropriate
engineering tools in early childhood settings. Implications for the design of
technology, curriculum, and other resources are addressed.
3. How STEAM works in Indonesia ECEC
Steam learning is an extension of inquiry learning. Steam has been implemented in
Indonesia since the 2013 curriculum.The implementation of the steam approach in early
childhood aims to prepare innovative Indonesian young people with high curiosity and
develop children's skills to solve a problem.
4. Building character with STEAM based learning
The main concept of STEAM learning is practice. STEAM is not only a learning method,
but also a way of thinking. Children will understand that to be able to solve problems
must use a variety of knowledge and cooperate fully. not just relying on a single subject
of knowledge. STEAM teaching encourages children to experiment, create things, turn
ideas into action, and create products. This allows children to connect theory and practice
efficiently. Through STEAM learning, children will be trained to analyze existing
problems using various approaches, including science, technology, engineering, art, and
mathematics. In addition, children will also be trained to think critically and creatively.
Through Steam, children will be trained to be open in giving their opinions and children
are educated to be independent.