If modern preschoolers are interested in robotics, then it is logical to develop their interest in new technologies and give them the necessary knowledge so that in the future they can become real professionals. This cannot be done without advancing modern technologies to a higher level, as required by the new scientific concept. And for this it is necessary to review existing training programs and bring them into line with the STEM education system.

The revolutionary transition of modern society to the application robotics and other innovative technologies have necessitated the restructuring of the education system. New advanced technologies require the introduction of the most modern teaching methods into the industry for training highly qualified engineering specialists. After all, it is on these specialists that the state places great hopes and high responsibility associated with the development of the economy, security and competitiveness of the country in difficult geopolitical conditions.

It is logical that it is best to start training excellent specialists from a very early age. That is why modeling, construction and transforming toys today have almost replaced the simple children's fun that is familiar to people of the older generation.
If modern preschoolers are interested in robotics, then it is logical to develop their interest in new technologies and give them the necessary knowledge so that in the future they can become real professionals. This cannot be done without advancing modern technologies to a higher level, as required by the new scientific concept. And for this it is necessary to review existing training programs and bring them into line with STEM education system.

What is STEM education?

In the recent past, all knowledge, generalized and systematized by humanity, was considered as separate categories: natural, humanities and exact sciences, existing in parallel and not related to each other. The combination of scientific disciplines into a single whole made it possible to make a breakthrough in the field of high technology.

Let's look at an example:

To create a biorobot, knowledge of mathematics is required to provide the machine with the necessary programs, as well as knowledge of biology and linguistics, which must be introduced into the machine control system. In this case, the human language is entered into the “brain” of the machine in the form of numbers. The robot needs to be “taught” the norms of behavior in society, which means that knowledge of psychology and social sciences will be needed to calculate all possible options for the machine’s “behavior” in society.

The unification of all sciences into a common system that exists in constant interconnection fits into the concept of a holistic picture of the world. Each branch of science does not exist on its own, but is closely intertwined with other knowledge of mankind. That is, STEM is education intended for studying engineering technologies, combines:

• natural sciences - science;
• technology - technology;
• engineering - engineering;
• mathematics - mathematic.

In other words, STEM is a curriculum enhanced by interdisciplinary connections. To clearly demonstrate how the acquired knowledge can be used in everyday life, children are given the opportunity to study robotics.

Benefits of STEM Education

Engineering specialties ceased to be popular during the era of stagnation and collapse of the USSR. The lack of progress in the development of new technologies and low wages have sharply reduced the prestige of the engineering professions. This trend continues to this day. To change the situation Ministry of Education and Science sets itself new tasks dictated by the times, including radically changing the approach to the system of training young specialists and turning to the STEM education system.

It is expected that the new approach to learning will unite not only the subjects studied at school, but will also become a link between learning, interest in technology, professional guidance for students through illustrative examples, and raising the status of the engineering profession.

What does the new curriculum provide? The advantages are obvious:

• Development of communication abilities in children, which are necessary in adult life in any profession, since modern technologies and increasingly require teamwork and the ability to establish contacts in a work team.
• Cultivating interest in technical and exact sciences: it is no secret that children’s curiosity is better awakened by visual examples.
• Activation of analytical thinking. An integrated approach to learning allows you to broaden your horizons, identify assigned tasks and independently find their solution.

As is known, at school age children have better memorization abilities, they are more emotional, which is an additional factor in the development of interest in the technologically equipped world, and which will allow them to quickly and easily find themselves in a rapidly changing reality after leaving school.

Prospects for introducing STEM education into the school curriculum

The introduction of any innovation requires additional material costs, retraining of personnel, equipping classrooms and, of course, creating new curricula. And often it is these factors that “slow down” the development of the Russian education system.

However, in the case of STEM education, officials decided to “go all the way” despite the obstacles. They understand well that the speedy introduction of STEM education will make it possible in the near future to provide the country with engineering personnel, which the Russian economy now desperately needs. For this reason, authorities are already actively working to develop new state standards in the Russian education system, which will include the study of modern technologies.

Today, more than 100 centers are already operating in Moscow and the Moscow region, including STEM education program. Although this figure is not as high as we would like, we need to understand that the development process is just beginning. In the future, the introduction of such programs will be widespread, thanks to which yesterday’s schoolchildren will fill the gap in the labor market and occupy key positions in the implementation of large-scale national projects.

Image sources: itstep.az, nauka.kz, mec-krasnodar.ru

"ELTI-KUDITS" IZHEVSK

"STEM-education of children of preschool and primary school age"
This partial modular program preschool education aimed at developing intellectual abilities in the process of cognitive activity and involvement in scientific and technical creativity.

Currently there is a technological revolution. High-tech products and innovative technologies are becoming integral components of modern society. In children's educational institutions, schools and institutes, robotics, construction, modeling and design are beginning to occupy a leading place.

According to the President of the Russian Federation V.V. Putin, engineering education in the Russian Federation needs to be brought to a new higher level. Minister of Education and Science D. Livanov emphasized: “In order to increase the competitiveness of our country, strengthening of technical training of personnel is required.” To solve this problem, approval of STEM education in Russia is required. This will allow us to train highly qualified specialists who will make a great contribution to the development of our society and state.

WHAT DOES THE CONCEPT OF STEM EDUCATION INCLUDE?
Full-fledged systematic education, including the study of natural sciences together with engineering, technology and mathematics, is STEM education. Essentially, it is a curriculum that is designed around the idea of ​​educating students using an interdisciplinary and applied approach.

The modern progressive system, in contrast to traditional teaching, is a mixed environment that allows you to demonstrate in practice how the scientific method being studied can be applied in everyday life. In addition to mathematics and physics, students explore robotics and programming. Children see firsthand the application of knowledge of exact disciplines.

THE IMPORTANCE OF STEM EDUCATION
The low quality of education in the field of exact sciences, insufficient equipment and technical base, poor motivation of pupils and students - all this is a big problem in our educational system. However, the state, represented by the Government, requires the training of highly qualified specialists from a variety of educational fields in the natural sciences in the field of higher technologies.

In this regard, STEM is becoming a priority. Thanks to its widespread introduction into Russian education, it will be possible to satisfy the need for scientific and engineering personnel who will play a leading role in the development of the technological process and modernization of bio- and nanotechnologies in our country.

ADVANTAGES OF IMPLEMENTING STEM TECHNOLOGIES IN EDUCATION
Developing interest in technical disciplines. The approval of a progressive system in preschool educational institutions, schools, institutes and other specialized institutions will allow students to be involved in the educational process.
Improving critical thinking skills. Pupils and students learn to overcome non-standard problems through testing and conducting various experiments. All this allows them to prepare for adulthood, where they may encounter unusual, non-standard problems.
Activation of communication skills. The implementation of this system mainly involves teamwork. After all, most of the time children explore and develop their models together. They learn to build dialogue with instructors and their friends.
STEM education is a kind of bridge connecting the educational process, career and further professional growth. An innovative educational concept will make it possible to prepare children at a professional level for a technologically advanced world.

THE FUTURE DEPENDS ON THE IMPLEMENTATION OF STEM TECHNOLOGIES
New state standards in the Russian education system require the introduction of modern technologies into the educational process. In order to avoid a shortage of engineering personnel: IT specialists, engineers, programmers, the issue of introducing STEM into the Russian education system is acute.

The adoption of a progressive training concept will make it possible in the future to meet the needs for engineers specializing in the field of bio- and nanotechnology. It will also help prepare design, modeling and prototyping professionals who will play a major role in the implementation of large industrial national projects. At the moment, there are already about 100 STEM centers in Moscow and the Moscow region.

Marina Sudavtsova

The use of STEAM technology in the educational activities of a preschool educational institution to develop the skills of safe behavior on the road in students

Experience Information

Conditions for the emergence and development of experience

Municipal preschool educational institution"Child Development Center - Kindergarten No. 8 "Gold fish" Valuiki city, Belgorod region (hereinafter MDOU “TsRR - d/s No. 8 "Gold fish" Valuyki) is located in the Sotsgorodok area. The institution has been operating since September 1975. Since October 1999 it has been operating as "Child Development Center"

In our region, as in the country as a whole, much attention is paid to prevention work road-transport injuries. This fact cannot be ignored educational institutions who need form preschoolers have the basics safe behavior on the road. After all, preschool age is the most favorable age period for formation of sustainable skills for safe behavior on the road.

The author of the experiment was interested in the problem. The beginning of work on the topic of experience was the carrying out in April 2014 of diagnostics among kindergarten graduates to determine the level using the method of game test tasks by A. I. Zamaleeva. (Appendix No. 1).

Based on the results of the studies, it was determined that a high level development of safe behavior skills on the road Only 10% of the pupils participating in the diagnosis had it, 49% of the pupils had an average level, 45% had a low level.

Analysis of the diagnostics carried out indicated the need to intensify work to increase the level.

Relevance of experience

The problem of childhood injuries in roads, every year it becomes more acute. A child who goes outside automatically falls into the danger zone. Children's road-transport injuries are a very serious problem of our time. After all, most often the culprits are the children themselves, who cross roads and streets in the wrong places, playing close roads, incorrectly enter and exit buses and trams.

Formation of safe behavior skills on the roads in children is impossible without considering life situations that are understandable to the child. To simulate such a situation, experience and evaluate its importance in a preschool environment educational institution maybe if use STEAM technology in the educational process.

This technology is actively used in practice educational preschool and school institutions education foreign countries such How: USA, Australia, UK, France, Netherlands, Sweden.

Several years ago they began to use it in preschool educational institutions of Russia. And it showed its high efficiency.

However, in the practice of preschool educational institutions there is a persistent contradiction between the need use innovative technologies in educational process and technological underdevelopment of the application system STEAM technologies for developing safe behavior skills on the road in preschoolers.

The presented experience is aimed at eliminating this contradiction.

The goal of pedagogical activity is the use of STEAM technology in the educational activities of a preschool educational institution to develop the skills of safe behavior on the road in students

Tasks that contribute to achieving this goals:

Search and study of relevant literature on the problem use STEAM – technologies for creating a meta-subject environment developing safe behavior skills on the road among preschool children;

Creating a learning environment with using STEAM– technology in preschool settings educational institutions to improve the level development of safe behavior skills on the road in preschool children;

Selection of developmental tasks with using STEAM technology to develop safe behavior skills on the road among preschoolers;

Creation of a teacher work system aimed at developing safe behavior skills for preschoolers on the road using STEAM– technology and practical testing activities;

Selection of diagnostics and organization of monitoring of work success.

When organizing work on developing safe behavior skills on the road in preschoolers using STEAM-technology must take into account the basic pedagogical principles:

Integrity, which assumes the interconnection of all components of the learning process, determining goal setting, content of learning, its forms and methods;

Consciousness and activity, which involves the development of deep and meaningful knowledge based on the child’s own cognitive activity, ensuring the identification of logical connections between the known and the unknown, understanding the cause-and-effect relationships between objects and phenomena, taking into account the individual interests of the preschooler;

Visualization of learning, providing clear illustration information, containing strictly recorded scientific laws;

Systematicity, ensuring the relationship between content and forms education of students depending on their age;

Accessibility and consistency, ensuring the unity of the relationship between the education and upbringing of the child;

- conformity with nature providing education and education the child in accordance with the laws of his physical and spiritual development;

Cooperation, unity of interaction between family and preschool institution in education and child's education.

System use in the educational process STEAM-technology was built in accordance with the requirements of the Federal State Educational Standard for Preschool Education and on the basis of the preschool program educational institution, in the curriculum of which part formed by participants of educational relations was presented educational activities to develop safe behavior skills in preschool children. To develop principles activities, definitions forms used in its organization and methods of pedagogical work were used partial program "Basics security preschool children" R. B. Sterkina, O. L. Knyazeva, N. N. Avdeeva, section "Child on the City Streets".

To organize the work, it was necessary to create a material and technical base. The required construction sets, city models, cars, toys were purchased « STEAM» .

The author of the experiment studied the methodological literature on the problem use of STEAM technology in educational preschool space educational institutions and based on this determined the system forms and methods of work, maximally corresponding to the pedagogical activities.

The first and main necessary condition for the success of an organization is such activities the conditions for compliance with the technology were highlighted safe use of toys"STEAM" in accordance with the requirements of SanPiN 2.4.1.3049-13. V educational preschool space educational institution.

The second condition was using games and layouts, corresponding to the age characteristics of children.

The third condition for successful application STEAM– technology was using practical work with elements of research in the organization of each type activities.

At the beginning of work on the topic of the experiment, it is necessary reverse special attention to ensuring the first two conditions are fully met. Only in this case is it possible to successfully organize the application STEAM – technologies for developing safe behavior skills in preschoolers.

The fulfillment of the third condition can only be achieved through usage experimental and research activities practical orientation in organizing educational process. In this case, it is necessary to take into account the age and individual characteristics of children.

During regime moments used experimental activity, allowing you to secure road safety skills for children received during the organized educational activities, thematic conversations, excursions. For example, after an excursion with children of the middle group to an intersection equipped with a traffic light, practical work was carried out with the children with elements of research on the topic "Traffic light in a glass" during this activities children consolidated what they saw on the excursion, acted out situations of correct and incorrect crossing of the roadway, and repeated traffic light signals.

The purpose of the experimental activities: remember the order of traffic light colors.

Organization and holding work:

Stage 1. To increase the density of water, add 1 spoon of sugar to a glass of yellow-colored water, and 2 tablespoons of sugar to a glass of red-colored water.

2. stage. An empty glass is filled 1/3 with green water.

Using a syringe, 1/3 cup of yellow water is added to the same glass.

3. stage. Using a syringe, 1/3 cup of red water is added to the same glass.

If the three previous steps are performed correctly, then the previously empty glass produces three layers of water of different colors, which are arranged in the same order as a traffic light.

After completing the work, the teacher has a short conversation with the preschoolers about the purpose of each traffic light color.

So way, in this case for the organization use of STEAM technology, it was necessary to conduct a combined lesson consisting of a walk with elements of an excursion, observation and experimental activities In the group, we ensured that the children learned the order and purpose of the colors of the traffic lights.

When organizing the application STEAM– technology in the older group, the tasks of the combined lesson become more complicated. Training will be effective if you combine a walk and educational activities in the senior group when studying the following topics "Transport", "Roadway", "Signs".

After an excursion in the winter season to the roadway, where the children of the preparatory group observed the movement of transport, the group conducted a research activity“What is the difference between traffic in the winter and summer seasons?” we learned how a car drives on slippery roads road in winter(on satin fabric) and on dry road in the warm season (on corduroy fabric). The experiment is aimed at making children see the danger of slippery roads in winter and could conclude that driving in winter without special tires is dangerous. The children in this experiment discussed what else people with road surface, to provide safety motorists and passengers. Experience develops cognitive initiative, the ability to compare phenomena and establish simple connections and relationships between them.

One of the children's favorites forms application training STEAM technologies in educational activities is the use of this technology in organizing leisure activities activities.

activities in the middle group on the topic "The cat that walks by itself" Through experience with sand, children’s knowledge of the types of pedestrian crossings expands (Appendix No. 2). With the help of sand, children build underground and overpasses, model a section of the street, and learn how to correctly place road signs. Organization of experimental activities using STEAM- technology promotes formation and the development of cognitive activity of students, develops observation, the ability to analyze and compare.

So when organizing leisure activities activities in the middle group on the topic "Dunno in the City" a pilot project is being organized activities on the topic“Why should passengers fasten their seat belts when driving? security(Car seat)" When organizing it constructor is used. Children see how, during a sharp braking of transport, a man in a car, fastened with a belt security, maintains its position during sudden movements of the car, while the person is not wearing a seat belt security, cannot maintain its original safe position in the car. Experimental - experimental activities using STEAM- technology helps to consolidate children’s knowledge about measures security that must be observed during trips (child restraints, develops cognitive initiative, the ability to compare phenomena, establish simple connections and relationships between them.

In the preparatory group you can use leisure activities using STEAM- technologies when studying topics "Signs", "Transport", "Crossroads".

A very important stage for preschoolers is organized educational activities. Such activity differs from a walk, a routine moment, or entertainment in that it is focused on a learning task. And although the basis of its implementation is the game, the most complex and important material must be studied and consolidated here.

So older children when organizing educational activities are used practical research work on the topic “Reflective reflective signs and signals on bicycles and scooters”. At the same time, they learn that special signs on bicycles and scooters glow in the dark when light from car headlights hits them and they become convinced of how difficult it is for a cyclist to be seen in the dark without identification signs. Application STEAM-technology teaches children to be attentive cyclists and always use reflective reflective signs and signals on a bicycle or scooter. At the same time, children develop observation skills, the ability to analyze and compare in a specific life situation, which contributes to the development road safety skills.

Creation of a meta-subject environment when using STEAM– technology is impossible without design.

Construction expedient apply in the case when children not only get acquainted with the situation. But they must also model it. So, for example, in the middle group an event was held "Rules road movement for small pedestrians", where children constructed a city from Lego and learned how to correctly place signs for pedestrians. Here children can take initiative, discuss problematic situations: “If you don’t put a sign near the kindergarten and school "Carefully! Children!" and there won’t be a speed bump then...” Experience contributes to the development of attention, memory, figurative and spatial thinking.

During the event “Our friend is Uncle Styopa” children construct a city and discuss, together with the traffic police inspector, certain situations on road that can happen if you don't follow the rules traffic.

Older children use a construction set to build a path from home to kindergarten; during construction, they tell what they meet on the way, what signs are there, and whether the path goes through the roadway. The content of this event involves consolidating safety skills crossing the roadway, as well as consolidating knowledge about the structure of the roadway and safe paths from home to kindergarten and back.

« Road traps» , here children are building a city and can, as if confusing their peers, put signs in the wrong place or a car on a pedestrian street track, the rest of the children are looking for violations on road and fix them. The content of this event involves consolidating knowledge about the structure of the roadway.

Experiment with battery and magnet: in this experiment, children themselves collect design: the battery is placed on a magnet, and the aluminum wire from which the battery is constructed is placed on top. "boy", then "boy" starts spinning quickly. This experience introduces children to the principle of interaction between a battery, a magnet and a wire, and when assembling a structure, children place it on a model designed "boy" spins quickly and children discuss situations that can happen on the roadway if you don’t follow the rules traffic: "What if?". This experiment is very captivating for children and allows them to develop their thinking, imagination.

Event: “ABC of traffic light sciences”- children design types of traffic lights and talk about them. This event allows you to consolidate children’s ideas about the purpose of a traffic light, its signals and types.

In the preparatory group, children during the event "We are traffic controllers", they are building a city with intersections, where a traffic controller keeps order. Children learn the traffic controller's gestures and apply this role to themselves. The content of this event involves consolidating and expanding knowledge about the work of a traffic controller, the complexity of the intersection, as well as consolidating knowledge about the structure of the roadway.

Working on a project: "Travel in a Time Machine" (Appendix No. 3) children get acquainted with historical traffic lights, cars and the history of rules traffic. Preschoolers design traffic lights. When building a city, they discuss situations that arose in the past when there were no signs and what difficulties there were when the first cars appeared. The content of the events carried out within the framework of the project is aimed at ensuring that children can understand the importance of the rules road movements and their obligatory observance.

Knowledge of basic mathematics ( Formation Elementary Mathematical Concepts – hereinafter referred to as FEMP) is a necessary condition for the successful implementation of STEAM technology in education.

So, for example, in a game with a constructor, children in the middle group build a city, a roadway, and discuss how road A truck can drive through, but a passenger car can drive on a narrow or wide one. What kind of houses and trees are on the street? cities: low and high. Through games with construction sets, children learn the relationship between objects, size, form, quantity, thereby consolidating knowledge about the city and the roadway.

In the older group, children determine the path on the layout that is longer and Briefly speaking: “The path from kindergarten to school is longer than from kindergarten to the library.” In Game "Seat the Passengers" children discuss the rules for the movement of passengers on public transport, how many passengers can be put on the bus, whether it is possible to ride standing, etc. This game helps children consolidate their knowledge of the rules of transporting passengers and the rules behavior in public transport.

Children of the preparatory group in games « Road signs» get acquainted with prohibiting, permitting and special signs and can tell that all signs are different forms, different color. The content of these games includes discrimination tasks road signs by type, purpose, children train in the correct placement of signs, assembling signs from parts, learn to analyze traffic situations.

For formation of strong skills of safe behavior on the road It is necessary to develop in preschoolers so that they can apply their knowledge in non-standard situations. To do this, the teacher must be able to organize creative activity children during entertainment, holidays, theatrical performances, exhibitions of creative works.

For example, children of the middle group, when building a city and a roadway, use plasticography and applique to make a traffic light, thereby fixing the sequence of colors at the traffic light. Through theatrical activity children consolidate the material they have learned about safe behavior on the road -"The hare is a fidget", children act out a mini skit about a hare who did not follow the rules road movements and what happened to him in the end. When staging such performances, children think, discuss characters' behavior. Theatricalization contributes to the development of children's creative abilities. When preparing entertainment and holidays according to traffic rules, children learn songs and poems.

Older preschoolers sculpt cars and people out of plasticine and clay to create situations on a city model, discuss what their city will be like, what can be added to the construction to make the city beautiful and harmonious. Children use colored paper to glue the roadway ( road, zebra, also not complex signs in triangle shape, circle, square, thereby consolidating knowledge about the roadway and road signs. Theatricalization of a fairy tale in parental meeting: "The Journey of the Little Goat and the Little Wolf" contributed to consolidating children's knowledge of the rules safe behavior in the city(Appendix No. 4).

Children, for pupils of younger groups, show a concert, perform dances, songs, read poems about the rules traffic. This activity promotes the development of children's creative abilities and fosters a desire to share their knowledge with children of younger groups.

Children from the preparatory group as part of the project "Wheel of History" made historical traffic lights, which allowed them to imagine what traffic lights were like in ancient times and how they worked (Appendix No. 5).

Children made panels using plasticine and clay "City road rules» , where using plasticography on cardboard they recreated a city with a roadway and road signs, while ensuring the correct placement of signs and markings road surface(intersection, pedestrian crossing). "Carefully! Winter!", the children themselves came up with and then drew permitting and prohibiting signs for children who are sledding, skiing and skating in a life-threatening area. When staging a fairy tale "The Journey of a Kolobok" children consolidated their knowledge of the rules traffic. When conducting entertainment and leisure, children read poems about the rules traffic, perform songs and dances.

So way, usage STEAM technologies for developing safe behavior skills on the road has a number benefits:

Movements, transformation, technicality attracts the attention of children and helps to increase their interest in the material being studied. This technology promotes effective learning of material, memory development, imagination, thinking, creativity of children;

Provides clarity, toys that contribute to the perception and better memorization of material, which is very important, given the visual figurative thinking of preschool children. This includes three types memory: mental, visual, motor;

Layouts of technical and experimental content make it possible to show those moments from the surrounding world that are difficult to observe;

You can also simulate life situations that are impossible or difficult to show and see in everyday life;

-"STEAM" toys are additional opportunities for working with children with disabilities.

The author of the experiment believes that use of STEAM technology in educational preschool process educational institutions provides an opportunity to develop in preschoolers road safety skills.

STEAM education

It all started with the term STEM, which appeared in the USA and stands for:

Science

Technology

Engineering (engineering)

Mathematics (mathematics)

The difference from STEAM to STEM is just one letter A - Art (art), but the difference in approach is huge! Recently, STEAM education has become a real trend in the USA and Europe, and many experts call it the education of the future.

Scientific and technical orientation (STEM)

The rapid development of technology leads to the fact that in the future, professions related to high technology will be the most in demand: IT specialists, big data engineers, programmers. The education system responds to this social demand with the emergence of a large number of robotics, programming, modeling (STEM) clubs. However, more and more often the idea is heard that scientific and technical knowledge is not enough. In the future, 21st century skills, often referred to as 4K, will be in demand.

Skills of the future (4K)

21st century skills are a special area that is now being actively discussed at different levels. The essence of the concept is this: the key skills that defined literacy in the industrial age were reading, writing and arithmetic. In the 21st century, the emphasis is shifting towards the ability to think critically, the ability to interact and communicate, and a creative approach to business. Thus, the basic skills of the future 4K have been formed:

Communication

Cooperation

Critical thinking

Creativity

These skills cannot be obtained only in laboratories or from knowledge of certain mathematical algorithms. That is why specialists have to study STEAM disciplines more and more often.

Introduction of Art

Thinkers such as Chinese mathematicians of the 11th century, as well as Leonardo da Vinci, wrote about the need to combine science and art. Later, this opinion was shared by many European philosophers and psychoanalysts, in particular C. Jung.

There is a physiological explanation for the unity of scientific, technical and arts directions in education. The so-called “left” side of the brain is responsible for logic. It helps to memorize facts and draw logical conclusions. The “right” side of the brain is responsible for thinking through direct perception and provides creative, instinctive and intuitive thinking.

STEAM education engages both sides of a child's brain. In the early 1990s. biochemist R. Rutbernstein studied 150 biographies of the most famous scientists from Pasteur to Einstein. He explored the use of the left and right sides of the brain. As it turned out, almost all inventors and scientists were also musicians, artists, writers or poets: Galileo was a poet and literary critic, Einstein played the violin, Morse was a portrait painter, etc. Thus, creativity was stimulated and strengthened through the practice of disciplines related to with the right half of the brain.

A 2009 neuroscience study conducted by Johns Hopkins University found that Arts education improves students' cognitive skills, develops memory and attention skills during classes, and increases a range of academic and life skills.

Asian experience

According to the survey, parents of children in China, unlike parents in the United States, believe that the Arts are especially important for developing the innovative skills of their children. Thus, the role of mathematics and computer science is estimated in China at 9% (out of 100% of all sciences), in the USA at 52%. The importance of creative approaches to solving innovative problems is estimated at 45% in China, and only at 18% in the USA. Entrepreneurial and business skills are given 23% in China, while in the US only 16%. Knowledge of world cultures: 18% (China) versus 4% (USA). All this suggests that STEAM education already exists in China, while the STEM approach dominates in the United States.

Other Asian countries, such as Singapore, have also achieved great success in developing the creative economy. Back in 2002, the Remaking Singapore initiative was launched to transform the city-state into a global center for creativity, innovation and design.

The new characteristics are associated with a people-centred, socially conscious model that integrates all constituent economies. The Singapore government is reforming its education system to encourage creativity among young people. One of the ways of this is the introduction of young, innovatively thinking, talented people into various government structures responsible for economic policy.

STEAM in Russia

Currently, STEM education predominates in Russia, but the first STEAM projects are already appearing.

Point of Growth is the first network of children's centers to develop a program using the STEAM approach. To do this, our specialists were trained in the USA in STEAM Education courses. At the Growth Point, children as young as 3 years old can try themselves as an engineer, get acquainted with technology, experiment and make discoveries.

We encourage children to research, teach them not to be afraid to make mistakes and draw conclusions. Much attention in classes is paid to the development of communication skills and project activities. These qualities will be especially important for working in the organizations of the future. Sign up for STEAM classes for the 2018-2019 school year.

Today, in many countries, the concept of STEM education is increasingly being introduced into various educational programs, STEM centers are being created, and international conferences are being held in this area. Russia is no exception.

Since last year, Intel has been holding competitions and awarding the status of STEM centers.

In the spring of 2016, under this program, 145 educational institutions in Russia received the status of Intel STEM centers.

If translated literally, we get:

Science - Science

Technology - Technology

Engineering - Engineering

Math - Mathematics

STEM education is a combination of sciences aimed at developing new technologies, innovative thinking, and meeting the need for well-trained engineering personnel.

It is assumed that the introduction of STEM education into schools can further contribute to solving the problem of training good engineers.

Let's look at 10 benefits of STEM education:

1. Integrated learning by “topics” rather than by subjects.

STEM education combines an interdisciplinary and project-based approach, the basis for which is the integration of natural sciences with technology, engineering creativity and mathematics. An excellent transformation of the curriculum, the purpose of which is to abolish the teaching of the above-mentioned disciplines as independent and abstract ones.

It is important to teach science, technology, engineering and mathematics in an integrated manner because these areas are closely interrelated in practice.

2. Application of scientific and technical knowledge in real life.

STEM education uses hands-on activities to demonstrate to children how science and technology can be applied in real life. In every lesson, they design, build and develop products of modern industry. They study a specific project, as a result of which they create a prototype of a real product with their own hands.

For example, young engineers, while building a rocket, become familiar with concepts such as the engineering design process, launch angle, pressure, gravitational force, friction force, trajectory and coordinate axes.

3. Develop critical thinking and problem solving skills.

STEM programs develop the critical thinking and problem-solving skills needed to overcome challenges that children may face in life. For example, students build high-speed cars and then test them. After the first test, they think and determine why their car did not reach the finish line. Maybe front end design, wheel spacing, aerodynamics or launch force had an impact? After each test (run), they evolve their design to achieve the goal.

4. Increased self-confidence.

Children, creating different products, building bridges and roads, launching airplanes and cars, testing robots and electronic games, developing their underwater and aerial structures, each time become closer and closer to the goal. They develop and test, develop again and test again, and thus improve their product.

In the end, they solve all the problems on their own and reach their goal. For children it is inspiration, victory, adrenaline and joy. After each victory they become more and more confident in their abilities.

5. Active communication and teamwork.

STEM programs are also characterized by active communication and teamwork. The discussion stage creates a free atmosphere for discussion and expression of opinions. They are so free that they are not afraid to express any of their opinions; they learn to speak and present. Most of the time, children do not sit at their desks, but test and develop their designs. They communicate with instructors and their teammates all the time. When children actively participate in the process, they remember the lesson well.

6. Development of interest in technical disciplines.

The goal of STEM education in primary school is to create preconditions for developing students’ interest in natural sciences and technical disciplines. Love for the work done is the basis for the development of interest.

STEM activities are very fun and dynamic, which keeps children from getting bored. They don’t notice how time passes during classes, and they don’t get tired at all. By building rockets, cars, bridges, skyscrapers, creating their own electronic games, factories, logistics networks and submarines, they are becoming increasingly interested in science and technology.

7. Creative and innovative approaches to projects.

STEM learning consists of six stages: questioning (problem), discussion, design, construction, testing and development. These stages are the basis of a systematic project approach. In turn, the coexistence or combined use of different capabilities is the basis of creativity and innovation. Thus, the simultaneous study and application of science and technology can create many new innovative projects. Art and architecture are a wonderful example of coexistence.

8. Bridge between education and career.

There are many publications that analyze the level of growth in the need for different specialties.

According to various estimates, out of 10 specialties with high growth, 9 will specifically require STEM knowledge. In particular, until 2018, the demand for these specialties is expected to increase: chemical engineers, software developers, petroleum engineers, computer systems analysts, mechanical engineers, civil engineers, roboticists, nuclear medicine engineers, underwater architects and aerospace engineers.

9. Preparing children for the technological innovations of life.

STEM programs also prepare children for a technologically advanced world. Over the past 60 years, technology has evolved greatly, from the discovery of the Internet (1960), GPS technology (1978) to DNA scanning (1984), and of course the iPod (2001). Today, almost everyone uses an IPhone and other smartphones. It is simply impossible to imagine our world today without technology. This also suggests that technological development will continue, and STEM skills are the foundation of this development.

10. STEM as an addition to the school curriculum.

STEM programs for schoolchildren aged 7-14 are also designed to increase their interest in their regular activities. For example, in physics lessons, the force of gravity of the earth is taught, explained with formulas on the board, and in STEM clubs, schoolchildren can build and launch parachutes, rockets or airplanes to strengthen their knowledge. It is not always easy for students to understand terms that they do not see or hear. For example, pressure or expansion of volume due to increased temperature. In STEM activities, they can easily understand these terms through fun experiments.

In schools in the USA and Europe, STEM technologies have long been used in education. In Russia, this trend is just beginning to spread. How is this possible in our schools? I suggest discussing it on the forum http://roboforum.nios.ru/index.php/topic,236.0.html

based on materials from various sources on the Internet.

prepared by V.V. Lyubimova,

methodologist of the State Center "Aegis"