Study concerning practicability of STEM activities in early childhood science lessons according to various variables

Well accepted as "the beginning of thinking" introducing the kids with Stem activities in their early childhood, enables those, who are interested in STEM areas, to create new products by using engineering designing steps and discover their inner potentials. Studies show that early childhood STEM activities are useful for improve children's scientific process abilities and 21. Century Skills. The aim of this study is to analyze practicability of Stem activities in early childhood, describe pre-school teachers' point of views to STEM activities. In our practice phase, a STEM task, which is adapted from science lessons to STEM activities, is carried out in classrooms for 4 weeks by pre-school teachers. Our sample consists of 8 pre-school teachers who have no STEM education. As a research method qualitative procedures and to collect data semi-structured interview are used. The outcomes of the study are analyzed by using descriptive analysis and content analysis. To make the analysis easier their outcomes are categorized as data, codes and sub-codes. In this study, it's deduced that early childhood STEM activities are easily applicable by organizing educational environment, providing the operators clean and correct data, lack of worry of producing an outcome and using the time and materials accurately. Teachers stated that because of pre-school teachers' lack of STEM knowledge Stem activities aren't used enough in early childhood period. They also emphasized that Stem activities contribute to improve children's scientific process abilities and 21. Century Skills. KEYWORDS: STEM activities, Early Childhood Period, 21. Century Skills, STEM, Scientific Process Abilities