Research on the Design and Implementation of Early Childhood Programming Education under STEM Philosophy
DOI:
https://doi.org/10.71204/a01mtr30Keywords:
STEM Education, Early Childhood Programming, Curriculum Design, Educational Implementation, Computational ThinkingAbstract
This study explores the integration path between STEM concepts and early childhood programming education. Through current situation research and empirical analysis, we constructed an integrated implementation framework encompassing "goals-content-method-evaluation". The findings reveal that China's early childhood programming education exhibits contradictory characteristics: rapid market expansion (reaching 48.8 billion yuan in 2024) and low educational penetration rate (only 0.96%). Key challenges include insufficient interdisciplinary STEM integration (effective integration achieved in only 12% of curricula), shortage of specialized teachers (a gap of 100,000), and parental misconceptions (only 22.79% fully understand the concept). Experimental data from 87 children aged 5-6 confirmed that STEM programming activities using age-appropriate teaching tools like Matu Robot significantly improved executive function (23.6% higher in post-test scores), with the "bidirectional lead cycle" teacher-child interaction model showing optimal results. The study ultimately proposes targeted strategies including tiered curriculum design, dual-qualified teacher training, and home-school collaborative practices.
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Copyright (c) 2025 Qimin Cao, Longtian Li (Author)
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