STEM education is an interdisciplinary approach to learning, which stems from a holistic learning approach. This approach uses hands-on experiences and problem-solving activities etc to encourage students to explore real-world challenges. Its application in early childcare setting paves the way for lifelong journey of exploration enquiry and learning.
This report will explore some literature review on use of STEM education apps and compare three STEM education apps. Further the impact on early childhood education and EYLF learning outcomes will be discussed.
LITERATURE REVIEW
STEM education apps, like STEM education, focuses on all four disciplines: science, technology, engineering, and maths. This focus is not singular to one discipline but incorporated in an evidence-based manner. The invention and development of apple’s iPad and android tablets have brought forward corresponding software development, which had enhanced the computer applications that are used for educational purposes, according to Young (2014) of The Sydney Morning Herald. Its impact has become evident in the use of Educational Apps in school settings, both informally and formally.
This early exposure to concept and holistic development fosters a well-rounded skillsets', cultivates curiosity and promotes critical thinking. Children “play, experiment, question, make predictions, and reflect on what happened and why—to help make sense of the world around them” (Early Learning STEM Australia, 2016) and this can be supplemented by digital apps.
Likewise, traditional learning methods are being supplemented by interactive digital tools and educational apps which encourage active participation. The use of digital apps also bridges an important gap that is created between theoretical knowledge and its practical application area (Yelland et al., 2017).
STEM EDUCATION APPS
There have been noteworthy trends in STEM Education apps for young children, the most common being in the integration of gamification. This has increased the retention and interest level of children who ‘play’ this app and ‘unwittingly’ learn. The addition of reward features, as well as challenges and scenarios, which gamifies the educational content has hooked into children’s innate desire for exploration and experimentation, competition and winning. Puzzles and competitions incorporated in the games will sustain children’s interest, while motivating them to solve problems using their critical and creative thinking skills (Waite-Stupiansky & Cohen, 2020).
Experiential learning is another aspect of educational apps, which allows hands-on interaction and understanding of abstract concepts in science and maths. Another innovative trend in STEM education, especially for the older children are the use of Virtual Reality (VR) and Augmented Reality (AR) applications, which take the whole approach a step further.
RECENT TRENDS IN THE STEM APPS
There have been notable STEM education apps that have been released in the past five years. Apps that teach coding through interactive games and virtual building blocks for engineering concepts are a reality. A child may not necessarily have to do hands-on blocks for building materials. Learning maths skills through interactive games and puzzles have almost become commonplace in homes of children.
Using STEM education apps offer a multitude of advantages, namely, to enhance critical thinking and problem-solving skills. Children will learn analytical skills, solution-finding and apply a wholesome approach to various scenarios, which will allow a deeper understanding of the concepts.
But an important concern that is raised would be the screen timing and relying too much on technology, as well as privacy concerns. Social issues, health impacts and physical issues have been topics of debate whenever there are any inroads on new educational application and devices. However, it is important to strike a balance between its usage and other forms of social engagements.
REVIEW OF THREE STEM EDUCATION APPS
In the following sections, three educational applications have been chosen for discussion, each app being selected based on a category of how it is based. Consideration has been taken whether the app is a paid one or a free app, but “the relative low cost of the apps is a bonus for schools” according to Young (2014) as schools can afford them.
And for the purpose of this report, a project report by Yelland et al. (2017) has been referenced and the following apps have been chosen based on the ten apps shortlisted and reviewed by their report.
1. Construction and experimentation-based game/app – ROBERT PARTY by SAGO MINI
This app is a part of the Sago Mini network of 45 apps and games, where the player designs a robot in preparation for interactive party scenes where it plays with cupcakes, pinata, streamers and musical instruments. All these play is controlled by the player through a tap-and-drag experience, which lets them practice fine motor skills. This app is mostly catered to use the construction and experimentation aspect of the children, according to Kemper (2019).
This app is suitable for ages till 5 years old. It is a paid app but there aren’t any ads, and it is fully worth the minimal cost (Yelland et al., 2017).
This app allows the player to build a virtual robot, choosing limbs, torso, head, colors etc. Then a glowing spinning wheel powers the robot which can be taken from one scene to the other, where different party scenes are playing (Sago Mini, 2016) Designing cupcakes, playing musical instruments, hitting a pinata etc are some of the activities in each scene. Players can also take a picture of their robot (Sago Mini, 2016).
Fine motor skill development though playing with the robot is visible, but cognitive skills development also take place.
The EYLF main principle of Belonging, Being and Becoming is aligned with this app as it has elements of exploring their creativity and establishing a sense of belonging. As children design robots, they foster a sense of ownership with their creation while using their motor skills in physically playing with the game promotes their becoming.
EYLF Learning outcome 5 says Children are effective communicators. This becomes evident as children navigate the various scenes with the robot, communicating commands to it. At the same time, children will also communicate with the educator/carer/parents while playing this app, especially to understand the commands and play sequence.
This app also nurtures children’s confidence and engagement with learning, thus EYLF Learning Outcome 4 which says Children are confident and involved learners is fulfilled. There is high probability that children will experiment with different colours and combinations while building robots, while they will trial diverse modes f interaction at the various scenes.
This app is especially suited to learning and engaging children in STEM activities, as there are elements of ‘Science’ especially in building the robot. Beating the pinata leading to releasing the candy, is an example of cause and effect. The usage of interactive interfaces is the ‘Technology’ element of the app. Designing the robot is an ‘Engineering’ principal where children make decisions of the various parts. ‘Mathematics’ is used in the cupcakes scene, where the robot has to design cupcakes, using various shapes, quantity and symmetry.
2. Skills based game/app– BUGS AND BUTTONS by LITTLE BIT STUDIO
This collection of 18+ interactive games and activities, with various functions on the screen, like tap, drag, pinch, tilt etc which are mostly fine motor skills. And the game had children doing all these to bugs and buttons to achieve various goals. The increasing difficulty kevel as the game progress offers challenges and entertainment value, while achievement stamps are provided for those who seek fulfilment in that area, according to Panarelli (2020) (Yelland et al., 2017).
There are some puzzles which focus on colours, numbers, letters etc while others are race based, and maze based (Little Bit Studio, 2013).
The digital engagement provided in this app, along with the storylines and interactive games are inline with EYLF principle of Belonging, Being and Becoming. The children connect with the characters and the game, while their learning journey becomes increasingly intricate as they navigate through the various levels of the games and puzzles.
EYLF Learning outcome 2 says that Children are connected with and contribute to their world. This is promoted by the various cognitive and developments aspects that they are constantly engaged in. Children becoming confident and involved learners as outlines by EYLF Learning outcome 4, is evident by the use of animated tutorials that are present at the beginning of every game. These allow children to approach games with confidence.
Children are also effective communicators when they communicate with the game, the various components of the game and the devices itself. This is the EYLF Learning outcome 5.
3. Exploratory games-based app– THINKROLLS 2 by AVOKIDDO
Thinkrolls 2 is an educational app which offers gameplay, through interactive puzzles. This guided explorative navigation through complex challenges unlocks new levels and characters as they progress through the game (Avokkido, 2014).
This game is based on guiding characters through mazes and overcoming obstacles, through control of the rolling characters. Concepts of gravity and momentum are used in this gameplay, along with cause-and-effect relationships portrayed in the game, according to Solomon (2015) (Yelland et al., 2017).
Each activity in the gameplay challenges children on strategic thinking, prediction and problem solving, with the choice of using the right character in a situation based on the abilities of that particular character.
This educational app aligns with STEM learning by integrating the scientific and engineering principles, such as gravity, momentum, forces, and mechanics.
This app and the games available in it link to all 5 EYLF learning outcomes. Children develop a sense of belief and confidence in themselves, contributing to their self-esteem and identity, which links with EYLF learning outcome 1 Children have a strong sense of identity. As children play the game and progress further along the many environments in the game, they interact with make-believe microcosm of the world they live in, which links with EYLF learning outcome 2, which says that Children are connected with and contribute to their world. EYLF learning outcome 4 which says children are confident and involved learners, can be linked with the game allowing for exploration and experimentation, which in turn allows children to become confident in their learning. EYLF learning outcome 5 says children are effective communicators, is supported by the app and its usage which allows children to strategize and communicate their strategy to the game.
IMPACT ON EARLY CHILDHOOD EDUCATION AND EYLF LEARNING OUTCOMES
STEM education apps cater to children’s holistic development, catering to their cognitive, physical, social and emotional growth. Studies indicate that digital technologies can aid young children’s inquiry-based learning, allowing access to a variety of resources online and leveraging children’s cognitive understanding and collaborative skills (Larkin & Lowrie, 2022). The interactive and gamified nature of the discussed apps offer a comprehensive learning experience, invoking critical thinking and problem-solving skills within children.
The multimodality of digital technologies has been recognised ...as one of the distinguishing characteristics of twenty-first century learning (Larkin & Lowrie, 2022).
Inquiry learning is also an important aspect of modern education systems, which asks children to explore, enquire, question, observe and experiment by themselves, in a safe environment. Using STEM educational apps provides just that opportunity to cultivate that curiosity.
The engagement with the said apps allows for development of cognitive skills, through logical reasoning, sequencing, and spatial understanding, as expressed in the apps mentioned above. The apps themselves are standalone, and can be played by a single person themselves, but in the context of a classroom situation, children can discuss, compete and work together with other children, thereby fostering communication and teamwork, which aligns with EYLF’s learning outcomes. Notwithstanding the physical and fine-motor skills development, the usage of these apps can also introduce children to technological literacy.
RECOMMENDATIONS
STEM educational apps, or for that matter, any usage if technological devices and applications should happen under supervision, specially when in the hands of young children. Care should be taken to choose quality and age-appropriate apps, with limiting the screen time and encouraging physical wellbeing. Parents and caregivers should also be brought into the picture when discussing and recommending STEM educational apps for children, as a study has found out the parents don’t feel safe about their knowledge of how to support young children’s rights and safety online (Zabatiero et al., 2018).
There should be supervision and co-engagement by educators, as well as balanced learning and hands-on exploration. Privacy and security us a huge concern and should be addressed, as well as modelling responsible use and encouraging creativity by the users. Finally, there should be a strong support mechanism by educators for children to “engage technology with their families, peers and educators” (Zabatiero et al., 2018).
To conclude, STEM educational applications are powerful learning tools, that integrate learning with technology. The apps have undergone immense changes in the past five years and its impact on learners, young and old, have been significant. By aligning these with EYLF learning outcomes, children can continue a journey of innovation, curiosity, and exploration.
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| Image Source: Avokiddo Games |
REFERENCESAvokkido. (2014). Thinkrolls. (Version 1.3.0) [Mobile Application] Avokiddo: Award-Winning Learning Apps for Kids. https://www.avokiddo.com/thinkrolls-app/
Early Learning STEM Australia. (2016). ELSA program. ELSA Program. https://elsaprogram.com.au/
Kemper, A. (2019). Parents’ guide to sago mini robot party. Common Sense Media. https://www.commonsensemedia.org/app-reviews/sago-mini-robot-party
Larkin, K., & Lowrie, T. (2022). STEM education in the early years thinking about tomorrow. Springer.
Little Bit Studio. (2013). Bugs and buttons. (Version 2.4) [Mobile Application] Littlebitstudio.com. https://littlebitstudio.com/bugsandbuttons/
Panarelli, L. (2020). Parents’ guide to bugs and buttons. Common Sense Media. https://www.commonsensemedia.org/app-reviews/bugs-and-buttons
Sago Mini. (2016). Robot party. (Version 1) [Mobile Application] Sagomini.com. https://sagomini.com/apps/robot-party/
Solomon, A. (2015). Thinkrolls 2 Review. 148 Apps. https://www.148apps.com/reviews/thinkrolls-review-1427424423/
Waite-Stupiansky, S., & Cohen, L. E. (2020). STEM in early childhood education: how science, technology, engineering, and mathematics strengthen learning. Routledge.
Yelland, N., Drake, P., Sadler, K., & Department of Education and Training. (2017). Early learning in STEM: Multimodal learning in the 21st century. VU Research Repository | Victoria University | Melbourne Australia.
Young, L. (2014, August 13). How tablets and apps are transforming education. The Sydney Morning Herald. https://www.smh.com.au/technology/how-tablets-and-apps-are-transforming-education-20140813-103h0m.html
Zabatiero, J., Straker, L., Mantilla, A., Edwards, S., & Danby, S. (2018). Young children and digital technology: Australian early childhood education and care sector adults’ perspectives. Australasian Journal of Early Childhood, 43(2), 14–22.
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