Knowledge, skills, dispositions, and feelings, as defined by Katz (2000), were the four initial categories of learning identified during data analysis. Children, while exposed to multisensory input, engaged in multimodal STEM learning through discussions that directly addressed STEM content or were related to the themes of artifacts or buildings and through their participation in the EEC. Some of the learning subcategories demonstrated could be identified as newcomers, particularly those related to early engineering and STEM, while others aspects were identified as essential to early childhood education. Through further analysis of the data, while keeping a STEM perspective in mind, 15 subcategories of knowledge, 15 subcategories of skills, five subcategories of dispositions, and 10 subcategories of feelings became apparent.
Noticing the learning goals as they were identified by the classroom field notes, and the children work records, it appears that the children’s STEM knowledge and skills instances were more frequent than those indicating development of dispositions and feelings.
connection with traditional early childhood education*
The main goal of the P2E was to promote and support the development of STEM-related learning. However, examining the curriculum, the perspective of the traditional early childhood education prism, it became apparent that it also addressed and enhanced the development of cognitive, social, emotional, and physical aspects.
*As presented in Bagiati. A. (2012) Early Engineering - A Developmentally Apropriate Curriculum for Young Children. PhD Dissertation. School of Engineering Educatin- Purdue University.