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Abstract:

This one-year inquiry aims to prepare 4 and 5 year old preschoolers in typical Flemish classes with high diversity to independently design and/or research through a diversity of STEM-activities in which fine motor skills are addressed. The goal is that they will be able to use these tools independently during the performance of STEM activities. There are good arguments to stimulate STEM and fine motor skills together. While carrying out scientific activities, preschoolers are challenged to learn fine motor skills (Postma, 2011). Preschoolers who do more fine motor activities at home, such as tinkering, are also more adept at this (Suggate, Stoeger, & Pufke, 2017). This project fits within the research tradition to design and evaluate responsive language and thinking stimulating approaches (Wright & Gotwals, 2017). The research questions are answered using an Educational design research methodology in which educational materials are designed, tested and implemented by experienced teachers through different development cycles (Plomp & Nieveen, 2007). Daily feedback forms, field notes, observations, and interviews with the teachers will be analyzed qualitatively. A consent form and information sheet was provided to all participants. Pseudonyms have replaced the names of participants. Participants could always withdraw from the study. Design criteria for the STEM-component included the guidance by a STEM-coach; the significance of material knowledge, motor skills and attention span; the need to phase up the learning process and use concrete materials. These findings suggest implications for how STEM-activities might be designed to enable preschoolers to work more independently while performing STEM-activities.