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The Integrative Learning Approach in Early Childhood: A Proposed Framework Based on STEM -- A Field Study

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Title: The Integrative Learning Approach in Early Childhood: A Proposed Framework Based on STEM -- A Field Study
Language: English
Authors: Abdelrahim Fathy Ismail (ORCID 0000-0002-5977-6124), Samia Mokhtar Shahpo (ORCID 0000-0002-5230-6808)
Source: European Journal of STEM Education. 2025 10(1).
Availability: Lectito Journals. Wassenaarseweb 20, 2596 CH, The Hague, The Netherlands. Tel: 31-70-2190600; e-mail: info@lectitojournals.com; Web site: http://www.lectitopublishing.nl
Peer Reviewed: Y
Page Count: 16
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Descriptors: Early Childhood Education, STEM Education, Interdisciplinary Approach, Field Studies, Creative Development, Child Development, Holistic Approach, Faculty Development, Curriculum Design, Sustainability, Arabs, Preschool Teachers, Foreign Countries
Geographic Terms: Saudi Arabia
ISSN: 2468-1954
2468-4368
Abstract: Integrative learning in early childhood is more than a teaching strategy; it is a philosophy that reflects how young children naturally view the world as a whole. Early childhood offers fertile ground for merging concepts of science, mathematics, and other domains through play, exploration, and discovery. Within this context, the present study explores the potential of the integrative learning approach in kindergarten from the perspective of STEM (science, technology, engineering, and mathematics). The study aimed to examine the requirements for activating integrative learning practices in early childhood education and the challenges that hinder their implementation, with the purpose of proposing a framework that responds to teachers' realities. A descriptive-analytical design was employed, using two structured questionnaires: the first explored challenges related to teachers, curricula, and classroom environments, while the second focused on requirements such as professional development, curriculum support, and classroom resources. Data were collected electronically from 270 kindergarten teachers across five Saudi cities and analyzed using descriptive statistics. Findings highlighted a complex landscape: while teachers recognized the promise of integrative STEM learning in fostering creativity, curiosity, and holistic development, they also pointed to gaps in training, rigid curricula, and limited resources. At the same time, they emphasized the need for professional development, flexible curricula, and supportive environments. Based on these insights, the study proposed a framework grounded in STEM principles that includes five interconnected elements: teacher preparation, curriculum design, classroom resources, integration philosophy, and monitoring and sustainability. The study recommends improving teacher preparation through ongoing professional development, promoting flexible curricula that support integrated STEM learning, and ensuring the availability of essential classroom resources. It also emphasizes continued collaboration among educators, curriculum developers, and policymakers to bring the proposed framework to life in creative and sustainable ways.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1491304
Database: ERIC
FullText Text:
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  Data: The Integrative Learning Approach in Early Childhood: A Proposed Framework Based on STEM -- A Field Study
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  Data: <searchLink fieldCode="AR" term="%22Abdelrahim+Fathy+Ismail%22">Abdelrahim Fathy Ismail</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5977-6124">0000-0002-5977-6124</externalLink>)<br /><searchLink fieldCode="AR" term="%22Samia+Mokhtar+Shahpo%22">Samia Mokhtar Shahpo</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5230-6808">0000-0002-5230-6808</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+STEM+Education%22"><i>European Journal of STEM Education</i></searchLink>. 2025 10(1).
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  Data: Lectito Journals. Wassenaarseweb 20, 2596 CH, The Hague, The Netherlands. Tel: 31-70-2190600; e-mail: info@lectitojournals.com; Web site: http://www.lectitopublishing.nl
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  Data: 16
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  Data: <searchLink fieldCode="DE" term="%22Saudi+Arabia%22">Saudi Arabia</searchLink>
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  Data: 2468-1954<br />2468-4368
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  Data: Integrative learning in early childhood is more than a teaching strategy; it is a philosophy that reflects how young children naturally view the world as a whole. Early childhood offers fertile ground for merging concepts of science, mathematics, and other domains through play, exploration, and discovery. Within this context, the present study explores the potential of the integrative learning approach in kindergarten from the perspective of STEM (science, technology, engineering, and mathematics). The study aimed to examine the requirements for activating integrative learning practices in early childhood education and the challenges that hinder their implementation, with the purpose of proposing a framework that responds to teachers' realities. A descriptive-analytical design was employed, using two structured questionnaires: the first explored challenges related to teachers, curricula, and classroom environments, while the second focused on requirements such as professional development, curriculum support, and classroom resources. Data were collected electronically from 270 kindergarten teachers across five Saudi cities and analyzed using descriptive statistics. Findings highlighted a complex landscape: while teachers recognized the promise of integrative STEM learning in fostering creativity, curiosity, and holistic development, they also pointed to gaps in training, rigid curricula, and limited resources. At the same time, they emphasized the need for professional development, flexible curricula, and supportive environments. Based on these insights, the study proposed a framework grounded in STEM principles that includes five interconnected elements: teacher preparation, curriculum design, classroom resources, integration philosophy, and monitoring and sustainability. The study recommends improving teacher preparation through ongoing professional development, promoting flexible curricula that support integrated STEM learning, and ensuring the availability of essential classroom resources. It also emphasizes continued collaboration among educators, curriculum developers, and policymakers to bring the proposed framework to life in creative and sustainable ways.
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  Data: 2025
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  Data: EJ1491304
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
    Subjects:
      – SubjectFull: Early Childhood Education
        Type: general
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Interdisciplinary Approach
        Type: general
      – SubjectFull: Field Studies
        Type: general
      – SubjectFull: Creative Development
        Type: general
      – SubjectFull: Child Development
        Type: general
      – SubjectFull: Holistic Approach
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Curriculum Design
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      – SubjectFull: Sustainability
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      – SubjectFull: Arabs
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      – SubjectFull: Preschool Teachers
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Saudi Arabia
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      – TitleFull: The Integrative Learning Approach in Early Childhood: A Proposed Framework Based on STEM -- A Field Study
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            NameFull: Samia Mokhtar Shahpo
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              Y: 2025
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