| Abstract [eng] |
Research on the prerequisites for the implementation and development of STEAM education in Lithuanian preschool education institutions. The theoretical analysis reveals the concept of STEAM and presents examples of good practice in foreign countries and Lithuania. The analysis of scientific literature showed that STEAM integrates art, science education, technology, mathematics, and engineering in a comprehensive way. Good STEAM practices make it possible to analyze the factors that contribute to STEAM becoming increasingly popular, clearer, and more understandable in foreign countries. Teachers, specialists, and administrators of preschool institutions generally perceive STEAM education as useful and necessary in the educational process, as it prepares children for the future. Educators mainly focus on observations, searches, explorations, investigations, and experiments during STEAM activities. The research methodology is based on a mixed-method (quantitative and qualitative) cross-sectional design. The quantitative part was based on an online survey involving 262 Lithuanian preschool education teachers. The data were analyzed using descriptive statistics, Pearson correlations, independent samples t-tests, and multiple linear regression (IBM SPSS Statistics). The qualitative part relied on thematic analysis of open-ended questions. The study conducted with preschool education teachers revealed that the greatest emphasis is placed on science education. Children become familiar with the environment surrounding them and most familiar to them in nature through exploration, observation, experiments, and practical investigations. Educators frequently incorporate outdoor spaces into science-based STEAM education, as children show strong interest in living nature both in preschool institutions and other environments. The analysis of the obtained data suggests that the implementation and development of STEAM education in Lithuanian preschool institutions depend on teachers’ preparedness, high-quality training, available resources, and the attitudes of school leaders, including leadership, strategy, support, understanding, encouragement, and communication. |
