INTEGRATED CURRICULUM

Integrated learning through STEM, STEAM, STREAM and STEMIE create a comprehensive approach since science, technology, engineering, art, maths, reading and inclusion all go hand in hand. Purposeful integration encourages creative investigation of challenges through design thinking and cooperative endeavors. Children strive for natural connections when addressing real-world challenges across domains; integration allows for personally meaningful ideas leading to greater interest, understanding and critical engagement. An integrated approach allows for inquiry to explore potential. According to Hoard and Mayesky (2022), when curriculum areas are connected/integrated, 21st century learners are resilient problem solvers.

Theories & Perspectives

Integration aligns with Gardner's Multiple Intelligences theory—each child learns differently and possesses favorable strengths in logical, artistic, bodily-kinesthetic, verbal, mathematical and interpersonal integration. STEAM and STREAM opportunities give children routes to explore creatively. In addition, Piaget and Vygotsky's theories of constructivism and social learning suggest that project-based integrated learning helps children develop their foundations of knowledge. Through ascribed theories of creativity, generating questions, assessing experimentation and validating multiple mediums demonstrate how integrative learning fosters creative learning (Isbell & Yoshizawa, 2016). Integration fosters deeper thought and collaboration for solutions beyond limited thinking.

Resources and Technologies

Resources appropriate for integrated learning include STEM/STEAM kits, robotics (Bee-Bots, LEGO WeDo), natural materials, art supplies, digital applications (ScratchJr, Tinkercad), inquiry books and beyond. Light tables encourage scientific investigation while bringing forth artistic means. Maker spaces allow for projects with recycled materials for STEAM projects. Augmented reality promotes inquiry while story making applications relate to various disciplines. Games can combine exploration of maths with technology. Texts/resources that include inclusive components assure integrative STEMIE experience for everyone. All these resources support integrative experiences/projects fostered by children which cultivate creativity, innovation and problem-solving (Howard & Mayesky, 2022).

Learning Experiences

0–2 years:

  • Light & Shadow- Infant explore light, color and reflection through the use of mirrors and torches.
  • Musical TinkeringInfants explore sound and beat as they drum on pots and pans with wooden spoons. (STEAM)

    • 2-3 years:

  • Build a Bridge- Toddlers gain understanding of structures and how they are built through blocks and boxes deciding how to build mini bridges. (STEM)
  • Bubble Art– Toddlers mix colors into bubble solution and blow them through dot paint for bubble printing! (STEAM)

    • 3-5 years:

  • Create a City-Using boxes, recycled/repurposed materials and drawing/designing, children work cooperatively to create a city (STREAM).
  • Grow a Garden– As children plant seeds, they can track their growth, draw pictures of changes and discuss what they've learned with others (STEM + Literacy).

    • 6-8 years:

  • Design a Playground - Children use rulers, grid paper and building tools to design a playground that is functional and inclusionary (STEMIE).
  • STEM Story – Children create a storybook that solves a problem in the real world (i.e., a robot that helps animals).

    • Critical Reflection

    This relates to how projects were learned about integrated curriculum that projects encourage creativity, collaboration, and real-life thinking (for future endeavors) as students projects when linked to skills and practices they learn. We've had "Create a City" and "Design a Playground" as the integrated project endeavors over the last few months. Students collaborated, worked in groups, assessed needs, problem solved, and dedicated purpose to their city or playground. They also had to consider measurement and inclusivity. Thus, math, STEM (playground analysis), art and social learning lexicon was integrated for a deliberate purpose. However, where some students found this integrated approach to work in their favor, it was challenging to give many the appropriate scaffolding required to obtain the same achievement levels. Measurement was a complicated intention; some needed expert guidance, others became frustrated with time on-task and needing to refocus after extensive measuring. Thus, it's noted that while this was a successful endeavor, it could use the integration of mini-workshops or visuals during the next endeavor to provide more guidance from the onset. Ultimately, it was learned that projects are successful and worthwhile opportunities when connected and meaningful child-driven intentions. Integrated learning was empowering, fun and a celebration of who these children are and what they could do.