STEM starts early: Views and beliefs of early childhood education stakeholders in Tanzania

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dc.contributor.authorNdijuye, Laurent Gabriel
dc.contributor.authorTandika, Pambas Basilius
dc.date.accessioned2020-08-31T08:36:15Z
dc.date.available2020-08-31T08:36:15Z
dc.date.issued2020
dc.descriptionFull-text article. Also available at https://doi.org/10.37291/2717638X.20201128en_US
dc.description.abstractFor about a decade, Tanzania has intensely focused on developing literacy and numeracy skills in pre-primary and early grades programs. Recently, the attention has shifted towards the significance of teaching Science, Mathematics, Technology and Science (STEM) in the early years. To enhance the 21st century skills necessary for building a middle income and knowledge-based economies, the existing empirical evidence emphasizes the need for STEM education starting from the pre-primary level. This paper aims to unpack the state of STEM education in pre-primary education in Tanzania. By using homogenous purposive sampling, two policy-makers, three ECE academics, eight school principals, and eight pre-primary teachers from rural and urban public schools were recruited. Data were collected by interviews, semi-structured survey questionnaires, and documentary analyses. Though there was consensus among ECE stakeholders that children should be exposed to STEM environments as early as possible, findings indicated that even among ECE practitioners, there is a very vague understanding of what entails of STEM education in ECE. Further, while teachers were aware and guided to facilitate science and mathematics education, they were not aware and there were no specific policy briefs/circular instructions on how to facilitate Technology and Engineering education in ECE. The paper concludes with suggestions on how to integrate STEM in early childhood education, especially for Tanzania.en_US
dc.identifier.citationNdijuye, L. G., & Tandika, P. B. (2020). STEM starts early: Views and beliefs of early childhood education stakeholders in Tanzania. Journal of Childhood, Education & Society, 1(1), 29-42.en_US
dc.identifier.otherDOI: 10.37291/2717638X.20201128
dc.identifier.urihttp://hdl.handle.net/20.500.12661/2450
dc.language.isoenen_US
dc.publisherIstanbul Kultur Universityen_US
dc.subjectEarly childhood educationen_US
dc.subjectNumeracy skillsen_US
dc.subjectLiteracy skillsen_US
dc.subjectMiddle incomeen_US
dc.subjectScience teachingen_US
dc.subjectMathematics educationen_US
dc.subjectScience educationen_US
dc.subjectEducation systemen_US
dc.subjectSTEM educationen_US
dc.subjectScience, Mathematics, Technology and Scienceen_US
dc.subjectteaching science subjectsen_US
dc.subjectScience subjectsen_US
dc.titleSTEM starts early: Views and beliefs of early childhood education stakeholders in Tanzaniaen_US
dc.typeArticleen_US
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