IMPLEMENTING STEAM CONCEPT INTO PRESCHOOL EDUCATION IN SLOVAKIA

Peter Brečka, Monika Valentová, Alena Hašková, & Anna Tirpáková, Constantine the Philosopher University in Nitra, Slovakia

Abstract

The STEAM concept integrates science, technology, engineering, arts, and mathematics education, profoundly influencing the development of language and culture. It fosters language acquisition and skills in children, offering varied perspectives on diverse cultures, traditions, and languages. Furthermore, it cultivates critical thinking and employs practical applications, enabling children to learn how to utilize language and knowledge within their daily experiences and environments, thereby enhancing their linguistic and cultural awareness. In this paper, we aim to elucidate the significance of methods employed in early childhood education concerning the advancement of language and cultural literacy. Specifically, we present findings from a pilot study that verified the utilization of selected methods by preschool teachers, which contribute to the enhancement of the above mentioned skills and competencies. In addition to the insights gained regarding the prevalence of the used methods, we also investigated the influence of various factors (such as length of teaching experience, highest level of education, region of origin, and others) on the methods application. Statistically significant differences were observed in the use of specific methods, particularly in relation to the teachers’ experience and the region in which they work. These findings affirm that the length of teaching experience of preschool teachers significantly impacts the application of methods aimed at developing children's language and cultural literacy. Teachers with many years of teaching experience tend to build stronger relationships with children and their families, which can increase children's motivation and engagement in learning. Experienced educators also have a better understanding of children's needs and different learning styles, which allows them to tailor their teaching methods more effectively. Based on the findings regarding the use of the studied methods, we recommend that teachers more frequently incorporate integrated thematic teaching, educational robotics, and field trips into their teaching practice. This approach also aligns with collaboration with practitioners, which was shown in the study to be less utilized. We can conclude that our teachers meet the fundamental prerequisites in the teaching methods employed for the implementation of the STEAM concept in preschool education. It is important to note that the STEAM concept not only supports the linguistic and cultural development of children but also prepares the basis for their overall development, critical and creative thinking, and openness to diversity and new experiences. Individuals prepared in this way are better equipped to meet the challenges and opportunities of a rapidly changing world.

Keywords: STEAM concept, early childhood education, teaching methods, language and cultural literacy.