Reading dominates instructional time in preschool through second grade to the extent of eliminating engineering experiences for children at a time crucial in forming STEM identities. This session will illustrate how daily early engineering experiences do not impede, but enhance literacy development in reading, writing, listening, speaking, and viewing.
This conversation was recorded on December 13, 2018.
Beth Van Meeteren is a veteran early childhood classroom teacher of 24 years with an M.A. in Literacy and an Ed.D. in Curriculum and Instruction. Her research focus is STEM + literacy integration in early childhood, with an emphasis on engineering. She designs and delivers professional learning and workshops on early childhood integrative STEM. In addition to work that includes journal publications, key note addresses, panel discussions and guest blogs on STEM in early childhood, Van Meeteren has authored two chapters within the book, An Inquiry Teaching Model for Early Childhood: Ramps and Pathways published by Teachers College Press, and a chapter in Lyn English and Tamara Moore's book, Early Engineering, published by Springer. VanMeeteren serves as Director of the Iowa Regents' Center for Early Developmental Education and teaches early literacy courses for the University of Northern Iowa.