STEAM & Technology

From their earliest years, children engage with the world in ways that can promote learning related to science, technology, engineering, arts and math (STEAM). They balance blocks to build a wall; bat at a mobile to make it spin; and push and pull magnets together and apart. Research shows that STEAMthe earlier we guide and support children’s wonder about the world–and thereby identify opportunities for children to acquire foundational STEAM skills–the more successful they are in all areas of learning later on. (i) At Peñasquitos Christian Preschool we are ever building on our STEAM program which is essentially, fully integrated.

Screen Shot 2016-08-25 at 1.52.34 AMA key document for anyone thinking about the intersections of early childhood and STEM or STEAM is the NAEYC Position Statement ” Technology and Interactive Media as Tools in Early Childhood Programs Serving Children from Birth through Age 8.”   In addition, here we’ve gathered a range of resources, from online articles to websites to project reports, for educators and families. These resources illuminate only some of the wide range of activities—from inquiry-based trips to museums and libraries to games developing early numeracy to using math talk—that are available as families and teachers help foster and grow children’s curiosity about how the world around them works. (i)

How we use Technology

We follow the Technology position statement of NAEYC which basically says that technology is here to stay and when used appropriately it enhances the early childhood classroom through researching our projects, curriculum and connecting to our current world. There is a difference between active and passive media and we only use technology that supports a learning and interactive environment.


Key Messages

  • When used intentionally and appropriately, technology and interactive media are effective tools to support learning and development.


  • Intentional use requires early childhood teachers and administrators to have information and resources regarding the nature of these tools and the implications of their use with children.


  • Limitations on the use of technology and media are important.


  • Special considerations are given to the use of technology with infants and toddlers.


  • Attention to digital citizenship and equitable access is essential.


  • Ongoing research and professional development are needed. (ii)