Running head: MONTESSORI 1

Montessori and Stem in Early Childhood Education

Name of Student
Institutional affiliation

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Montessori and Stem in Early Childhood Education

Part 1: Introduction

The Montessori education system in early childhood education revolves around the

presentation of materials [CITATION Lil11 \l 1033 ]. The main aim of the hand-on-activity by

every child tends to sequentially grow their knowledge in critical thinking, data analysis,

constructive and collaborative learning, problem-solving, innovation, and creativity [ CITATION

Mur19 \l 1033 ]. STEM, on the other hand, is an acronym for science, technology, engineering,

and mathematics [ CITATION Moh19 \l 1033 ]. The sensorial discipline equips a child with

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distinctive knowledge between scientific principles and abstract mathematics; the math discipline

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guides the child on patterns, numbers, sequences, and computation. Hybrid of these three topics

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aids the child in understanding the technology and engineering aspects. Collectively, all these
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components of STEM develop a child who can be able to internalize scientific thought and

content to solve a real-world problem. The STEM education system commences with the
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Montessori education method, where the complexity of topics increases as the child advances
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learning levels. Usually, both the Montessori and STEM education system emphasis on

practicality. In this advocacy project, I intend to solve real world issues through the use of
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experiential learning. I also wish to promote collaborative and constructive learning in Early

Childhood Education. Given the complexity of the Early Childhood Education, Montessori and
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STEM should be integrated to promote creativity and innovation.

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Part Two: Critical Importance of the Topic

To incorporate better practices of the STEM education system in early childhood

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education, this research advocate for the inclusion of technology integration for a effective

STEM system.

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The world is experiencing a vast technological revolution with more sophisticated technology

being invented daily [ CITATION Xie19 \l 1033 ]. The STEM education system is on the verge

of seizing due to the monotonous teaching style. The discoveries and suggestions of this

advocacy topic are meant to re-energize the morale of both the kids and early childhood

educators. This is because the technologies create room for interactive learning. The objective of

this study is to facilitate further adoption of technology for optimal standards in the STEM

systems of educating our minors through liveness interaction during learning activities. Its as

well aim at reducing the paperwork of the learners and educators. This advocacy project is also

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aligned with the need to ensure that children can present and solve their daily problems through

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simulation with the help of technology resources.

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Technology is ever diversified and growing. Most aspects of human life have integrated
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technological know-how to a certain degree. However, this has not been the case in the education

sector. The traditional teaching method of our younger generation has remained the same since
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time immemorial. These have led to a more significant percentage of people to disregard this
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system and go for the non-STEM education system. Disregard of technology in education has

created a crisis in developed countries like the United States of America, Germany, Canada, the
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United Kingdom, among other developing nations. Most learners have defected STEM systems

creating at least 70% shortage of expertise in the field of software developers, engineers, and
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much knowledge requiring knowledge of STEM (Leggett, 2017). It is estimated that out of the
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total number of students in a tertiary institution in the USA pursuing masters or Ph.D. in the field

of science, computer technology or engineering is way below 21%. China and India lead have
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the highest number of students under STEM This has exposed America to source for expertise

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 MONTESSORI 4

from other countries Technology being an aspect of STEM can be extensively utilized to enhance

and restore the intended dignity of STEM.

Components and opportunities for implementation of technology in the early childhood

environment

Digital elements such as computers, tablets, smartphones, whiteboards, applications, and

other digitals tools are employed to achieve the ultimate goal of technology integration in the

learning environment.

Whiteboard is the most common aspect of the technology revolution in learning. The

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educators can be in a position to display learning to the learner. This learning style is the best

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when introduces during the early stages of the development of a child. This is because, at this

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stage, most of their memory retention is in graphic form, thus advantageous to children. The
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method is easily integrable since most institutions are responding positively toward the

incorporation of technology in learning, for instance, most schools have a computer laboratory
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and projects mounted in classes. Whiteboard usage is, however, cannot fully illustrate the mental
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picture compared to other components of technology and does not bring many interactions

among children and educators.

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The use of mobile computers and other online platform facilitates technology use in early

education. These platforms ensure continuous interaction between learner and the educator,
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regardless of whether the child is in school or not. This is because instructions or tasks can be
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posted online anytime. This implies that extra support on tasks can be acquired from the family.

This digital style is easy to implement firstly given the nature that both the educator and the
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children are conversant with the mobile technology and its availability to most people. This

component of technology is beneficial to leaner in that they can contemporize issues throughout.

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 MONTESSORI 5

By use of these digital learning tools, educators can construct innovative and playful learning

activities. This creates a sober cognitive understanding of subjects encapsulated in the STEM

system. The children can as well enjoy unlimited assistance from both the teacher and the family.

The major obstacle surrounding the implementation of technology in early childhood education

is the scarcity of resources, especially in developing or impoverished nations. Such countries

languish in extreme poverty and hence concentrates on critical issues like food security.

Part 3: The Early Childhood educator's Role in Promoting the Concepts in Classroom

The educators play an important role in integrating Montessori and STEM concepts in

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classroom. The secret to achieving the best result from any learning activity is by ensuring the

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class is active, and every child is participating. A vivid picture plays a more significant role in

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creating a mental image for memory purposes. This can be easily achieved through the
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integration of digital platforms and resources in-class activities. The crucial first role the

educator plays are to avail of the digital materials and other resources [ CITATION Leg17 \l
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1033 ]. The resources are selectively chosen to suit the respective discipline of STEM. This is
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brought through utilizing iPad, online platforms, and websites or computers.

Early childhood educators should teach children about how to use the digital tool. This
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equips the children with the knowledge on how to operate and interact with such platforms on

their own. The teacher is responsible for designing the paradigm of instructions for use by the
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children. The possibility of learning or carrying out specific tasks amongst children is attained.
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Also, this ensures that children can get assistance from their families after school.
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Strategies to Promote Montessori and STEM in Classroom

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Early childhood educators should use the conditioned routine activities to promote

Montessori and STEM learning. These strategies are incorporate sequentially until children fully

adapt to them. They are, however, not aimed to convert children to a robot who follows

instructions; instead, they are made to understand the importance of the method to their studies.

The first strategy is through the usage of a whiteboard to display to class online or digital

resources. The mental picture created during learning plays a vital role in memory retention. This

method indeed leads to a progressive and vibrant education [ CITATION Yar16 \l 1033 ].

The second strategy is through the creation of discussion groups. Groups are easy to

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manage and administer any task. Groups are ideal as they lead to stronger social links between

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educators and amongst themselves. Digital knowledge is best impacted through this method as

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the learner can consult amongst themselves.
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Technology can be incorporated in learning through adoption of digital tool and toys in

class room. These toys are digitalized with sets of patterns, sequences, or commands are they
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respond when certain command is issued. The interaction generated builds an interest toward a
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particular subject.

Innovative ways that this topic can be implemented into the classroom
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The use of technology can be innovatively utilized by educators to build a positive

attitude toward the STEM education system. Most if not all learning materials should be
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digitalized. Another innovative method to aid in integration of technology during early childhood
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is through digital toys. Digital toys may be employed to help pupils in their daily problem-

solving activities. The use of toy fitted with pre-coded instructions to help children in simple
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arithmetic problem. This scenario in a class room triggers the child to think, discuss and pose

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 MONTESSORI 7

questions. With this simple hack, digital learning in early education would be successful

strengthening STEM system.

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 MONTESSORI 8

References

Isaacs, B. (2018). Understanding the Montessori approach:. Early years education in practice.

Routledge.

Leggett, N. (2017). Early childhood creativity: challenging educators in their role to intentionally

develop creative thinking in children. Early Childhood Education Journal,, 45(6), 845-

853.

Mohr-Schroeder, M. J. (2019). Developing a STEM Education Teacher Preparation Program to

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Help Increase STEM Literacy among Preservice Teachers. The Next Generation of STEM

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Teachers: An Interdisciplinary Approach to Meet the Needs of the Future, 93.

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Murray, A. K. (2019). Developing Instruments to Measure Montessori Instructional Practices.
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Journal of Montessori Research,, 5(1), 50-74.
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Xie, K. V. (2019). Technology acceptance in context: preschool teachers’ integration of a

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technology-based early language and literacy curriculum. Journal of Early Childhood

Teacher Education,, 40(3), 275-295.

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Yarbro, J. M. (2016). Digital instructional strategies and their role in classroom learning. Journal
of Research on Technology in Education, 48(4), 274-289
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 MONTESSORI 9

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