The Development of a COVID-19 STEM Module Based on the Inquiry Approach for Early Childhood Education


Many scholars have agreed that early childhood is a crucial stage in terms of a child’s physical, intellectual, emotional and social development. Therefore, it is imperative for all stakeholders to ensure good quality early childhood education for our future generations by promoting essential skills and content, especially in preparing children to cope and live with the new norms after COVID-19 struck worldwide. In this design-based study, we report on the development of a COVID-19 STEM (Science, Technology, Engineering and Mathematics) module specifically targeted for early childhood education based on the first three phases of the ADDIE (Branch, 2009) instructional model: Analyze, Design and Development. In the Analyze phase, we conducted a needs analysis by involving parents, teachers and children, and document analyses of teaching documents and standards. In the Design phase, we performed task inventory and composed performance objectives by incorporating multiple themes of the inquiry approach, COVID-19, STEM and moral reasoning. In the Develop phase, we generated content, developed supporting strategies, and conducted formative revisions. 10 lesson units were produced by focusing on COVID-19 essentials such as self-hygiene and preventative measures. STEM themes are mainly highlighted by the scientific experiments that the children carry out during lessons. All activities planned are inquiry-based to ensure better understanding of the topic. Moral reasoning is also embedded into all units by highlighting the moral values. It is hoped that the COVID-19 STEM module will better prepare our future generations through the combination of all four main themes.

Keywords: COVID-19, early childhood education, STEM, ADDIE instructional design, inquiry-based

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