The Introduction to Teaching STEM Literacy : a constructivist approach for Ages

The Introduction to Teaching STEM Literacy : a constructivist approach for Ages 3 to 8: states that “children are born curious. They are scientists and engineers from the first time they reach out to explore their world.” Piaget asks us to provide a rich environment for children to flourish, and Vygotsky leads us through scaffolding the child in their ZPD and social interactions. Children need both to succeed in their life’s journey.
To prepare for this Journal, you must first use the assigned material using the below links to access the readings through the Post Library:
Introduction Texley, J., & Ruud, R. M. (2017). Teaching STEM literacy : a constructivist approach for ages 3 to 8: Vol. First edition. Redleaf Press.
More than a foundation: Young children are capable STEM learners Mcclure, E. (2017). YC: Young Children, 72(5), 83–89.
After reading both resources, think of both messages and your preconceived thoughts and ideas. Reflect on the following statements and then choose any three to explain if you agree or disagree with them and why.
1. Many believe “real” STEM learning does not occur until children are older.
2. When we say children are “born scientists,” we are not just being cute. Children are intentionally exploring their environments.
3. The role of a good STEM teacher is often to resist directly answering children’s questions.
4. Children become more knowledgeable about STEM topics when they are immersed in them.
5. Teachers can begin to discover ways to infuse STEM practices and concepts into their existing curriculum.
Your Journal entry must meet the minimum length requirement of a paragraph of approximately 150 words. It needs to be well written and clearly organized using standard English, characterized by strong writing style elements, and free from grammar, punctuation, usage, and spelling errors.