Bridging Western Theories and Indigenous Perspectives to Implement STEM in Outdoor Early Childhood Educational Settings

During the Covid-19 pandemic, educators were obliged to rethink traditional classroom settings and explore alternative learning environments. Consequently, numerous outdoor education programs and forest schools emerged in North America during that time. These outdoor alternatives were met with great enthusiasm given that these programs offered a unique advantage during the pandemic, as they could easily enforce physical distancing while also providing a natural space with fresh air circulation. Concurrently, STEM (Science, Technology, Engineering, and Mathematics) education has become a popular focus in 21st-century classrooms. By incorporating STEM subjects into outdoor education programs, children are given the opportunity to develop their problem-solving, critical thinking, and analytical skills in a natural environment. By engaging in STEM activities such as building structures, observing and analyzing natural phenomena, and experimenting with technology, children can develop an appreciation and develop a deeper understanding and sense of belonging with the natural world while also gaining important skills for the future. This article emphasizes on how combining outdoor education and STEM subjects can result in a holistic approach to education that addresses the needs of the whole child. Children are not only able to learn about the natural world but also to develop fundamental skills that will help them in their future education and careers. Additionally, outdoor education can provide children with a sense of well-being and connectedness to the natural world, which can have positive effects on their mental and physical health. Keywords:STEM learning, Indigenous, Outdoor Learning, Forest School, Land-Based Learning, Western Theories, Early Childhood Education. DOI: 10.7176/JEP/14-9-01 Publication date:March 31st 202

Teaching Literacy Foundations

Goals and Objectives of the Textbook This textbook aims to equip educators with the knowledge, skills, and tools necessary to create rich and inclusive literacy learning environments for all students. The specific objectives of the textbook are: 1. To present a historical and theoretical framework for understanding literacy development and instruction. 2. To explore the essential components of literacy instruction, including phonemic awareness, phonics, vocabulary development, reading fluency, reading comprehension, and writing instruction. 3. To provide practical strategies and activities for teaching and assessing literacy skills. 4. To discuss differentiated instruction and inclusive practices that address the diverse needs of learners. 5. To examine the role of technology in literacy education and offer guidance for integrating digital tools and resources into instruction. 6. To emphasize the importance of family and community partnerships in promoting literacy development. 7. To highlight the role of professional development and teacher reflection in fostering effective literacy instruction.https://orc.library.atu.edu/atu_oer/1004/thumbnail.jp