STEAM Sparks: Integrating Science, Technology, Engineering, Arts & Math Through Developmental Theory
STEAM Sparks: Integrating Science, Technology, Engineering, Arts & Math Through Developmental Theory
Support Group - Tuesday 19th August 2025
6:00pm - 8:00pm AEST (New South Wales, Victoria, Queensland, Tasmania)
6:30pm - 8:30pm South Australia, Northern Territory
6:00pm - 8:00pm Western Australia
Individual - $119 - Team - $499
Tax Deductible, Certificate received for Professional Development
Overview:
STEAM education in early childhood isn’t just about science experiments or tech toys — it’s about nurturing curiosity, problem-solving, creativity, and critical thinking through hands-on, playful learning experiences. This course explores how STEAM aligns beautifully with developmental theories from Maslow to Vygotsky, Piaget, Gardner, and more, providing a rich theoretical foundation to inform practice.
Educators will explore how to create intentional, developmentally appropriate STEAM provocations that foster children’s agency, collaboration, and joy in discovery — all while meeting the EYLF and NQF standards for quality learning environments.
What Early Childhood Educators Will Learn:
By the end of this session, educators will:
Understand how STEAM experiences support holistic development across all five domains.
Connect key developmental theorists to STEAM learning approaches.
Design intentional STEAM provocations and projects appropriate for various early childhood age groups.
Align STEAM practices with EYLF learning outcomes and NQF quality standards.
Reflect on strategies to integrate STEAM meaningfully in everyday programming.
Topics.:
1. Introduction to STEAM in Early Childhood
Understanding STEAM — what it is, why it matters, and the role it plays in holistic development and lifelong learning.
2. Developmental Theories Supporting STEAM
Exploring nine developmental theorists and how their ideas inform approaches to STEAM:
Maslow’s focus on safety and belonging to foster risk-taking in learning
Erikson’s identity and initiative in exploration
Piaget’s stages of cognitive development and hands-on discovery
Vygotsky’s social constructivism and scaffolding
Gardner’s multiple intelligences in STEAM domains
Bronfenbrenner’s environmental influences on learning
Montessori’s prepared environments and self-directed learning
Bowlby’s secure attachments supporting confident exploration
Reggio Emilia’s emphasis on environment as the “third teacher”
3. STEAM Provocations Across Learning Areas
Practical ideas for provoking STEAM thinking in:
Outdoor environments (nature investigations, engineering challenges)
Block corners (building and physics concepts)
Art areas (pattern, symmetry, and materials exploration)
Group time (collaborative problem solving)
Book corners (STEAM-themed stories)
Home corners (role play with STEAM tools)
4. Age-Appropriate STEAM Experiences
How to adapt provocations for:
0–12 months: sensory exploration and cause & effect
12–24 months: early problem solving and exploration
2–3 years: simple experiments and building with varied materials
3–5 years: collaborative projects and inquiry learning
5–8 years: design thinking and deeper STEM investigations
5. Linking STEAM to EYLF & NQF
Mapping STEAM learning to EYLF Outcomes 1–5 and relevant NQF Quality Areas, highlighting intentional teaching and documentation.
6. Reflection & Action Planning
Supporting educators to reflect on their current practice, identify opportunities for STEAM integration, and plan next steps to embed STEAM intentionally in their settings.
Reflection Questions:
Which developmental theorist’s approach resonates most with your STEAM practice?
How do your current learning environments support STEAM thinking and exploration?
What new STEAM provocation will you introduce this week?
Support Group - Tuesday 19th August 2025
6:00pm - 8:00pm AEST (New South Wales, Victoria, Queensland, Tasmania)
6:30pm - 8:30pm South Australia, Northern Territory
6:00pm - 8:00pm Western Australia
Individual - $119 - Team - $499
Tax Deductible, Certificate received for Professional Development
Overview:
STEAM education in early childhood isn’t just about science experiments or tech toys — it’s about nurturing curiosity, problem-solving, creativity, and critical thinking through hands-on, playful learning experiences. This course explores how STEAM aligns beautifully with developmental theories from Maslow to Vygotsky, Piaget, Gardner, and more, providing a rich theoretical foundation to inform practice.
Educators will explore how to create intentional, developmentally appropriate STEAM provocations that foster children’s agency, collaboration, and joy in discovery — all while meeting the EYLF and NQF standards for quality learning environments.
What Early Childhood Educators Will Learn:
By the end of this session, educators will:
Understand how STEAM experiences support holistic development across all five domains.
Connect key developmental theorists to STEAM learning approaches.
Design intentional STEAM provocations and projects appropriate for various early childhood age groups.
Align STEAM practices with EYLF learning outcomes and NQF quality standards.
Reflect on strategies to integrate STEAM meaningfully in everyday programming.
Topics.:
1. Introduction to STEAM in Early Childhood
Understanding STEAM — what it is, why it matters, and the role it plays in holistic development and lifelong learning.
2. Developmental Theories Supporting STEAM
Exploring nine developmental theorists and how their ideas inform approaches to STEAM:
Maslow’s focus on safety and belonging to foster risk-taking in learning
Erikson’s identity and initiative in exploration
Piaget’s stages of cognitive development and hands-on discovery
Vygotsky’s social constructivism and scaffolding
Gardner’s multiple intelligences in STEAM domains
Bronfenbrenner’s environmental influences on learning
Montessori’s prepared environments and self-directed learning
Bowlby’s secure attachments supporting confident exploration
Reggio Emilia’s emphasis on environment as the “third teacher”
3. STEAM Provocations Across Learning Areas
Practical ideas for provoking STEAM thinking in:
Outdoor environments (nature investigations, engineering challenges)
Block corners (building and physics concepts)
Art areas (pattern, symmetry, and materials exploration)
Group time (collaborative problem solving)
Book corners (STEAM-themed stories)
Home corners (role play with STEAM tools)
4. Age-Appropriate STEAM Experiences
How to adapt provocations for:
0–12 months: sensory exploration and cause & effect
12–24 months: early problem solving and exploration
2–3 years: simple experiments and building with varied materials
3–5 years: collaborative projects and inquiry learning
5–8 years: design thinking and deeper STEM investigations
5. Linking STEAM to EYLF & NQF
Mapping STEAM learning to EYLF Outcomes 1–5 and relevant NQF Quality Areas, highlighting intentional teaching and documentation.
6. Reflection & Action Planning
Supporting educators to reflect on their current practice, identify opportunities for STEAM integration, and plan next steps to embed STEAM intentionally in their settings.
Reflection Questions:
Which developmental theorist’s approach resonates most with your STEAM practice?
How do your current learning environments support STEAM thinking and exploration?
What new STEAM provocation will you introduce this week?
