How STE(A)M contexts may inspire social skills in early childhood educational settings

KIKILIA TSOUKALA, KONSTANTINOS MAGOS

Abstract

The present study investigated how STE(A)M contexts may inspire social skills in early childhood educational settings. We conducted a collective case study design to provide an in-depth understanding of the development of preschoolers’ social skills within STE(A)M contexts, based on ten past studies, considering each one as a case study. Results indicate that stability and improvement were the two types of the development of children’s social skills, while deterioration has not been indicated. Improvement was the most viewed type and it have been either noticeable or significant. The study paves the way for a more intensive investigation of how STE(A)M education in early childhood contributes to the development of social skills and possibly to the intercultural awareness of preschool children.

Keywords

Social skills, STE(A)M contexts, early childhood

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References

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DOI: https://doi.org/10.26220/mje.5291

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