Steam learning development in the 2013 curriculum for early childhood education


Early Childhoods have a curiosity about the surrounding environment. This time, they are also the alpha generation who will enter the 4.0 industrial revolution who required to think critically, communicate, collaborate, be creative and have skills in mastering technology that can be trained and facilitated through the STEAM approach. STEAM for Early Childhood combines Science, Technology, Engineering, Art and Mathematics with a simple context and is close to everyday life, which is a learning approach that is relevant to the 2013 curriculum because it is in line with the scientific approach. The need to develop STEAM content and approaches referring to the 2013 curriculum can facilitate early childhood educators to develop STEAM learning according to the 2013 curriculum. Therefore, the STEAM learning development design in the 2013 curriculum is produced through the Research and Development method accompanied by a prototype of the development results.


STEAM approach, early childhood education, mathematics and science for early childhood


  • Becker, K., & Park, K. (2011). Effects of integrative approaches among science, technology, engineering, and mathematics (STEM) subjects on students’ learning: A preliminary meta-analysis. Journal of STEM Education: Innovations & Research, 12.
  • Cross, C. T., Woods, T. A., & Schweingruber, H. E. (2009). Mathematics learning in early childhood: Paths toward excellence and equity. National Academies Press.
  • DeJarnette, N. K. (2018). Implementing STEAM in the Early Childhood Classroom. European Journal of STEM Education, 3(3), 18.
  • Garbett, D. (2003). Science education in early childhood teacher education: Putting forward a case to enhance student teachers’ confidence and competence. Research in Science Education, 33(4), 467–481.
  • Kemendikbud. (2015a). Pedoman Pengembangan Tema Pembelajaran Anak Usia Dini Pendidikan (Issue 021). Direktorat Pembinaan Pendidikan Anak Usia Dini Kementerian Pendidikan dan Kebudayaan.
  • Kemendikbud. (2015b). Kurikulum Pendidikan Anak Usia Dini Apa, Mengapa, Bagaimana. Direktorat Pembinaan Pendidikan Anak Usia Dini Kementerian Pendidikan dan Kebudayaan.
  • Munawar, M., Roshayanti, F., & Sugiyanti, S. (2019). Implementation of STEAM (Science Technology Engineering Art Mathematics)-based early childhood education learning in Semarang City. CERIA (Cerdas Energik Responsif Inovatif Adaptif), 2(5), 276–285.
  • ONG, E. T., Aminah, A., IBRAHIM, M. N., ADNAN, M., SHARIFF, J., & ISHAK, N. (2016). The effectiveness of an in-service training of early childhood teachers on STEM integration through Project-Based Inquiry Learning (PIL). Journal of Turkish Science Education, 13(special), 44–58.
  • PPPPTK & PLB. (2020). Diklat Daring “STEAM bagi guru TK.”
  • Ramadlani, A. K., & Wibisono, M. (2017). Visual literacy and character education for alpha generation. Proceedings International Seminar on Language, Education and Culture.
  • Saçkes, M. (2014). How often do early childhood teachers teach science concepts? Determinants of the frequency of science teaching in kindergarten. European Early Childhood Education Research Journal, 22(2), 169–184.
  • Sharapan, H. (2012). From STEM to STEAM: How early childhood educators can apply Fred Rogers’ approach. YC Young Children, 67(1), 36.
  • Thuneberg, H. M., Salmi, H. S., & Bogner, F. X. (2018). How creativity, autonomy and visual reasoning contribute to cognitive learning in a STEAM hands-on inquiry-based math module. Thinking Skills and Creativity, 29, 153–160.
  • Winarni, D. S. (2017). Analisis kesulitan guru PAUD dalam membelajarakan IPA pada anak usia dini. Edu Sains: Jurnal Pendidikan Sains Dan Matematika, 5(1), 12–22.