Integrating Child Art as a Pedagogical Strategy for Teaching Science, Technology, Engineering and Mathematics at Early Childhood Development Level in Bulawayo Central District, Zimbabwe

as a Pedagogical Strategy for Teaching


INTRODUCTION
The introduction of the Competence-based Curriculum (CBC) in Zimbabwe meant a shift on the general aims and objectives of Early Childhood Education (ECD) system as stipulated in the Curriculum Framework for Primary and Secondary Education, 2015-2022.The transformation meant changes in the way learners were taught and assessed.The move was also from an academic oriented curriculum to one that is skills-based.In the updated curriculum, early childhood teachers play a key role in assessment through designing and implementing continuous assessment tasks in all learning areas.The Ministry of Primary and Secondary Education (2015) notes that, Zimbabwe's involvement in a new world-wide economy is premised on a system of education with a Science, Technology, Engineering and Mathematics (STEM) bias.Therefore, Zimbabwean learners need an early foundation in literacy and numeracy at the same time being exposed to the essential concepts of science and technology (Country Liaison Report, Early Childhood, 2017).In that respect, edvoiceviii, (2015) acknowledges that research in ECD indicates that early years mark the beginning of science talent.In addition, children are born with this innate sense of wonder.Thus, in order to make sense of their place in the world, children begin their lives already demonstrating the skills of a scientist through observing and questioning the environment.As a result, the ECD learners' achievement and conceptual understanding of science would be adversely affected if they are not given an early exposure to science instruction (Ong, Ayob, Ibrahim, Adnan, Shariff, & Mohd 2016).
It is important to note that if any two of the four disciplines mentioned above are intentionally emphasised then an activity can be considered STEM (Milford & Tippett 2015).Accordingly, for learners to be productive citizens, STEM education should empower them with the most important skills needed.Such skills include: taking initiative and being enterprising; oral and written communication skills; critical thinking and problem-solving; agility and adaptability; collaboration and leading with influence; and capability to access and analyse information.Hence, providing these skills prepares learners to actively participate and contribute expressively towards economies of the future (edvoiceviii, 2015;Ministry of Primary and Secondary Education, 2015).According to Transforming the Workforce for Children Birth Through Age 8, (2015) research reveals that a lot has been noticed cognitively, socially, and emotionally in young children including infants which scientists and education professionals did not previously know.They further explain that, children in their early years, start to learn about the world in sophisticated ways that are not always mirrored in their noticeable behaviour.Furthermore, it is noted that young learners' learning and development which are both rapid and cumulative, continue to lay a foundation for later learning.Hence, it is essential to explore how the selected participants integrate child art as a pedagogical strategy for teaching STEM at ECD level.experiences to every child.Pasnik and Hupert (2016) acknowledge that teachers should generate spaces where learners can experience STEM in arts, reading, and in the community.This includes exposing all learners to the concepts, vocabulary, and experiences that go along with robust and developmentally applicable to STEM undertakings and preparing their educators to support this endeavour.
In this study the researchers observed that a lot of childhood art in different communities that could be useful for STEM learning is lost or goes undocumented for various reasons.Hitherto, all children are born artists and can easily record events artistically, thus, every child is born with creative potential (Menzer, 2015).Previous studies have shown that in a majority of cases children prefer to draw their experiences rather than writing it down or report orally.Proponents for child art and psychology like Lowenfeld (1957), claim that young children are explorers of their environment, that is, environment filled with unusual things, first experiences, and tentative explanations.Drawings can be regarded as the reflections of mental images on papers.As a language and mode of communication, art provides children the chance to play with ideas and make conclusions about themselves and their experiences, aspirations to be heard and understood by the surrounding people (Menzer, 2015;Oguz, 2010).In this regard, researchers have noted that there are a lot of scientific and technological experiences that children are exposed to in their childhood.
In line with the background, this study found it most appealing and appropriate to pursue childhood art practice as a pedagogical strategy for teaching STEM.More so, as a data collection device for ECD in Science and Technology.The focus was on forms of art that express the author's imaginative skill and emotional power but not necessarily intended to be appreciated for their beauty.As Chen and Tippett, (2022) highlight, the fundamental feature of early childhood STEM education is not the responses acquired but the chances for learners to discover concepts and conduct inquiries of their ideas.The common problems in children's daily lives are a source of STEM teaching content.The knowledge on how a child develops and learns, together with cognitive development, specific content knowledge and skills, general learning competencies, socioemotional development, and physical development and health is critical for adults with professional responsibilities for young learners (Transforming the Workforce for Children Birth Through Age 8, 2015).Curiosity and enthusiasm for science among children might persistently reduce if not nurtured in the early grades.Accordingly, important research questions emerged from this scenario:  How is STEM education effectively implemented in early childhood learning environments? How is childhood art practice integrated as a pedagogical strategy for early childhood STEM learning? What are the challenges encountered by teachers and learners in integrating child art in STEM learning at Early Childhood Development level?
Early Childhood STEM Uptake Globally, there is rather pervasive low uptake of science-based subjects (Ong et al, 2016).This is because there are obstacles to STEM learning for young learners which are more complex, subtle, and persistent than decision makers currently realise (McClure et al 2017).According to Pasnik and Hupert, (2016)  Regrettably, it is all too easy to lose sight of the natural curiosity piping from young children in this educational climate's push toward standardisation and a one-size-fits-all curriculum (edvoiceviii, 2015).Furthermore, suitable approaches for implementing STEM teaching in ECD classrooms continue to be not known (Chen & Tippett, 2022).Still, teachers encounter low selfconfidence, anxiety, and gendered assumptions about STEM topics, and these aspects might be transferred to their learners (McClure et al 2017).However, Mathwasa and Sibanda (2021) acknowledge that teachers in the early learning years should be competent, confident, more flexible, and skilled, when teaching ECD learners since they have the ability to positively change and transform the lives of learners.
In Zimbabwe, capacity building of current practising teachers is necessary to reinforce foundation in ECD philosophy, teaching methods and approaches.Besides, the ECD facilities, infrastructure and equipment in schools are not appropriate for ECD learners (Country Liaison Report, Early Childhood, 2017).Similarly, there is underrepresentation of Science and Engineering instruction at ECD classrooms in the United States, especially, in programmes designed for learners from lowincome families.Likewise, the programmes designed to prepare teachers fall short of capacitating pre-school teachers to teach STEM content.Accordingly, the ECD teachers have developed a feeling of being intimidated and under-preparedness to teach science, and sometimes, they selfselect into Early Childhood specifically to avoid it (Bustamante, Greenfield & Nayfeld, 2018).
In overcoming such decline, it is advisable that all ECD learners should be exposed early to STEM opportunities and be given chances to participate in inquiry-based learning.In the same way, research-based STEM preparation should be made available for general education including elementary teachers in the area of pre-service training and professional development (Ong et al, 2016).Notwithstanding, the presence of learning standards and improved curricular attention to Mathematics and Science, there is a tendency of not putting much emphasis in preparation of teachers or in-service professional development programmes.It is evident that pre-school teachers are reluctant to promote Mathematics and Science learning (Brenneman, Stevenson-Boyd & Frede, 2009).Hence, the important elements to consider in pre-service and in-service training are that they should be substantive, interconnected, and ongoing, and concepts taught should contain STEM content, child developmental learning progressions in STEM, and well-modelled, and practiced pedagogy (McClure et al 2017).A suitable science curriculum at ECD level should encourage and motivate learners to enable mastery of basic skills considering their intellectual capability.Instead of just teaching, teachers are expected to assist learners in their learning by exposing them to experiences known to benefit young learners.In this regard, through inquirybased learning in the classroom, the science proneness among learners could be nurtured (Ong, et al 2016;Pasnik and Hupert, 2016).Learners might be reinvigorated to be insightful, imaginative, and creative when they are directed by well-informed, considerate individuals who permit them freedom to express ideas, feelings, and imaginations in a manner suitable to their level of development and ability (Martin, 2001).As a result, the researchers realised that there is literature

MATERIALS AND METHODS
This study is predominately a qualitative research approach guided by interpretive epistemological and constructivist ontological perspective (Creswell, 2012).This was done through prolonged participatory qualitative strategies, engagements and the use of multiple data sources from institutions for triangulation.The proponents for qualitative constructivist-interpretive paradigm according to Creswell (2013), argue that learning what people make of the world around them, how people interpret what they encounter, and how they assign meanings and values to events or objects is the fundamental principle of understanding in research.In this regard, qualitative data were collected through semi-structured interviews from purposively sampled ten ECD A and ECD B, teacher participants from selected schools.This data helped to bring out broad trends that reflect on the integration of child art as a pedagogical strategy for teaching STEM at ECD level.It was also important to go beyond interviews and document analysis so as to verify data and improve credibility and trustworthiness.More qualitative data were collected through formal analysis of child art production (visual analysis of artefacts).By taking this standpoint the researchers presumed that social phenomena and the meaning of it are subject to the influence of social actors which are produced and constantly changed by social interaction (Thornburg & Chapman, 2014;Creswell, 2012Creswell, , 2013)).Ethical issues such as informed consent, confidentiality and protection from harm were considered when conducting the study.To conceal identity, the teacher participants were coded as ECDT1-10.

Results
The teaching experience of ECD teachers in the study ranged from two terms to 10 years.The sample included recently qualified teachers who were familiar with new models of teaching and learning and those who were educated in the old system but have vast experience.Besides the subject specialists, the majority of the teachers taught Science, Technology and Mathematics.
Engineering as a learning area was not popular amongst all the teachers in the study.The teachers indicated that engineering concepts are implied in the syllabus and not directly specified.

Learners' uptake of STEM Learning Areas
STEM learning is misconceived by many people, for example, it is regarded as suitable for learners in upper classes, young learners should be taught other concepts first, it is only essential for those learners who outshine in these disciplines, that STEM subjects and other learning areas should be taught distinctly (McClure, et al., 2017).Given this background the study sought to establish ECD learners' uptake of STEM learning areas.There was a mixed reaction on the uptake of STEM by ECD learners with the majority ranging from average to above average.Only a few teacher participants considered the uptake to be below normal especially in the rural areas.The participants' responses suggest that ECD learners are motivated by actively participating in STEM activities during lessons.These activities involve drawing, matching, colouring, reciting rhymes, playing games related to STEM concepts, and manipulating toy laptops to watch videos.
In addition, the study found that use of realia, stickers in the form of stars, learner centred methods and captivating lessons motivate learners during STEM instructional delivery.The findings of this study are in line with the views of authorities that learner motivation in the classroom is promoted by three major considerations about the tasks and conditions learners confront: the nature of the learner and his or her expectations of success; and the nature of the learning environment and the extent to which it emphasises learning goals and provides support and the nature of the task and its value to the learner (Darling-Hammond, 2020).In the same vein, mastery motivational climates are based on three tenets associated with young learners.Therefore, the type of goal orientation a learner adopts can be influenced by the climate created by the teacher (Rudisill & Johnson, 2018).

Learning and Teaching Strategies used in Integrating Child Art during ECD STEM lessons
The study sought to establish the preferred methods of learning and teaching in integration of child art during ECD STEM lessons.It emerged from the findings the teaching and learning strategies The results of the study indicated that ECD teachers used varied teaching and learning strategies in integrating child art during ECD lessons.The strategies involved allowing learners to manipulate objects giving them opportunity to explore using objects, art work activities, discovery learning, collaborative learning, leaner centred methods, use of games, including computer games, use of videos and educative cartoons, puzzles to encourage critical thinking, role playing, experimentation to develop problem solving skills and demonstration.The results of this study are consistent with the observation that in Early Childhood, science and engineering are naturally happening, appealing, and goal-directed hands-on, minds-on, collaborative activities where learners plan and carry out inquiries or solve problems instead of memorising facts.Learners, though, cannot only go so far on their own, hence, the role of the adult becomes critical for learners' effective science and engineering learning (Bustamante, Greenfield & Nayfeld, 2018).The strategies mentioned above are related to inquiry-based approaches.Research points to growing confirmation that inquiry-based learning promotes critical-thinking, problem-solving, and meaningful ways to co-construct knowledge at all levels of education (edvoiceviii, 2015).However, learners have individual desires and trajectories that necessitate discerned instruction and supports to facilitate optimum growth in confidence, competence and motivation (Darling-Hammond, Flook, Cook-Harvey, Barron, & Osher, 2020).By using instructional feedback and reinforcing behaviour, the teacher sets the motivational climate (either teacher-directed or learnerdirected) (Rudisill & Johnson, 2018).The results of the study are also consistent with Grant's (2023) view that student engagement and provision of personalised learning experiences are enhanced through technology which has the potential to revolutionise ECD.Traditional teaching methods and making ECD more accessible and engaging can be complemented through use of interactive learning platforms, educational apps, and virtual reality tools.It came out from the study that the teacher participants had an understanding of the concept of child art.The results of the study indicated that teacher participants revealed that child art entails communicative drawings that depict learners' experiences and feelings.The findings also suggest that child art like most child behaviour, is direct and unrestricted.A young child does not critique his work he paints freely and with pleasure, enjoying the fine and gross motor experience of moving paint over paper and watching lines, shapes and colours come to life.The freedom of choice, thought and feeling are provided through art when it puts a child in the 'driver's seat' and at the same time providing freedom (Kelly, 2004).Art is a dominant tool that gives learners the capability to express their thoughts and emotions long before they can entirely express themselves with words, refer to figure 1.The achievement of present learning outcomes and also enabling behaviours and attitudes that will support future learning in infants, toddlers and young children is influenced by engaging in and with different arts during early childhood (Vecchi, 2010).Therefore, the creativity of learners forms a critical part of the various range of human expression (Bretton, 2021).

Child Art activities for STEM Lessons
The study sought to establish the integration of child art with STEM lessons to enhance creativity, imagination and aesthetic expression.The participant responses are captured verbatim below: The child art activities include modelling using clay or play dough.The findings of the study revealed that child art activities done during STEM lessons comprised modelling using clay or play dough, painting, cutting of pictures, construction and pattern making.It was also found that the stated child art activities were related to concepts taught during STEM lessons.This is also indicated in Figure 2 for STEM topics expressed in art.However, some participants indicated that time was inadequate to cover most of STEM concepts using child art activities.The findings are commensurate with the researchers' confirmation that children are natural learners and innately seek to learn things that matter in their immediate everyday world (Darling-Hammond, et al, 2020).The designing of activities should fascinate and attract learners' attention (Rudisill & Johnson, 2018).

Assessment of learner progress in integrating Child Art in STEM Learning
The researchers sought to establish how ECD teachers assessed their learners' progress in integrating child art in STEM learning.The following are responses from participants:  Yun, Melnick, and Wechsler, (2021) when they state that the early learning assessments of high-quality should be well-matched with goals and practices that support learnercentred learning environs that promote diversity, active learning, and authentic experiences.

Analysis of Child Art work in STEM Learning
The researchers also analysed and decoded 30 child art pieces of work.The art activities were done either as school work or homework for STEM activities.The four levels of formal analysis, namely, description, analysis, interpretation and judgement were followed.
Description: All art work had titles such as; My teacher, My family, Our school and so on.For example:

Fig 1: Project titles
The work was done in pencil drawing or colour using crayons.They are all original based on the learner's understanding of the instructions and in preferred media of presentation.The learners explored the creative aspects of problem solving, logical and imaginative dimensions of their thinking on the given title.Analysis: All art work represented STEM subject matter related to the topics that the learners were being taught.For example:

Fig 1: Environment and Human Science topics
The work was produced according to the learner's own understanding and interpretation of the subject matter.For example, to visualise scientific concepts, human body, shelter, environment, plant and animal life, human science and many others.The visual representations can aid comprehension and reinforce understanding of STEM concepts.
Interpretation: The art work represents the learners' experience, understanding and expression of the subject matter.For example: From the visual analysis of the art work it can be deduced that the approach helps learners make connections between art and scientific inquiry.Art was used as a starting point for scientific investigations.The findings are in line with literature observation that teachers can thoughtfully assess the strengths and needs of learners if high-quality assessment is practiced (Yun, Melnick, & Wechsler, 2021).The results of the study also confirm Grant's ( 2023) view that high-quality ECD programmes provide a motivating setting that supports learners in development of cognitive skills essential for achievement in school and later in life.These programmes often integrate attractive activities that encourage creativity, problem-solving and critical thinking.Additionally, the programmes offer a designed curriculum that introduces learners to foundational concepts in Mathematics, Science, and Language arts.

ECD learners' Challenges in Integrating Child Art in STEM Learning
The study established that the challenges encountered by the learners in integrating child art in STEM learning were related to limited learning resources, teacher's expertise, parental interference, concentration span of learners and content overload.The following were some of the responses: There is too much content to cope with.Some concepts are difficult for the learners e.The results of the study revealed that ECD learners encountered varied challenges which encompass inadequate learning resources such as art work materials and educational toys, content overload, parents doing homework for learners instead of guiding the learners, consistent power cuts which hinders the use of computers and other electronic devices, limited internet facilities to access some of learning materials, for example, videos and educative cartoons, unsuitable school furniture and learners' limited concentration span.The findings of this study are in agreement with literature observations that teaching in ECD centres is hampered by inadequate learning resources and facilities which are not appropriate for ECD learning environs.The facilities not suitable for ECD learners encompass classrooms which are not well ventilated, inappropriate furniture, unsafe water, unsuitable play area and toilet facilities (Ngumbi, 2022).Ngumbi, further confirms that while some ECD learners come from families with adequate technology gadgets and internet, others come from families with no smart phones, leave alone computers and internet connectivity.
The results of this study are also in line with Grant's (2023) view that children might enter school unprepared, lagging behind their peers in crucial skills such as language acquisition, problemsolving, and logical thinking if they are not exposed early to enriching learning experiences.Grant, adds that children who are brought up in underprivileged families might be not able to participate in activities stimulating their cognitive abilities because of challenges in accessing quality early ECD programmes.These stimulating activities include collaborative storytelling, educational games or hands-on experiments.For that reason, such children may have difficulties in grasping complex concepts and to keep up with their classmates as their cognitive development may be stunted.

Teachers' Challenges in integrating Child Art in STEM teaching
The participants were asked to highlight the challenges that were experienced by ECD teachers in integrating child art in STEM teaching.The findings of this study suggest that in order to improve the quality in integrating child art in STEM learning, there is need for in-service training for ECD teachers to equip them with required competencies to teach ECD learners, provision of learning and teaching resources, appropriate infrastructure and facilities and involvement of stakeholders.The results of this study are consistent with Grant's (2023) view that devoting in professional development for ECD teachers is important to keep them well-informed of the modern teaching methodologies, best practices and research.Professional development learning prospects will capacitate teachers to deliver highquality and developmentally suitable instruction.Grant further affirms that partnerships between schools and community resources in improving urban Early Childhood Education have also demonstrated to be effective.Likewise, improving infrastructure is crucial in creating safe and exciting learning environs.Improvement on facilities, providing materials suitable for the age of the learners, and making sure appropriate sanitation are all important aspects of improving the quality of ECD.By devoting in infrastructure, learners can access well-resourced classrooms and outdoor spaces that stimulate creativity, exploration and physical development.

Conclusion and Recommendations
The study focused on integrating child art as a pedagogical strategy for teaching Science, Technology, Engineering and Mathematics at ECD level.The study revealed that ECD learners' activities involved drawing and painting STEM related concepts according to their own interpretation and understanding, an indication of child art as a pedagogical strategy.Child art enabled ECD learners to enhance their creative talent and develop artistic and problem solving skills, the same skills that are required in STEM.ECD teachers in the study used learner development checklists and child art as tools to measure progress in STEM learning.By using child art, teachers accessed important information from the learners regarding the learners' mastery of STEM concepts.The study indicated that ECD teachers and learners experienced quite a number of challenges in integrating child art in STEM learning.These encompassed inadequate teaching and learning resources, lack of expertise and skills in content delivery and high teacher-learner ratio which resulted in overcrowded classrooms among others.Notwithstanding the challenges encountered in integrating child art in STEM learning, the study concluded that child art was an bjmas.org/index.php/bjmas/indexPublished by the European Centre for Research Training and Development UK 7 dearth in the problem understudy and found it prudent to conduct this study guided by the stated research questions.

learners in integrating Child Art during STEM Lessons The
study sought to establish how teachers motivated their learners as they integrate child art during STEM lessons.The participant responses are captured verbatim below: I use of drawings related to the STEM lessons in the syllabus e.g.human body.(ECDT1)Teachers use rhymes related to the topics; learners memorise rhymes e.g.parts of the computers.They also draw the named parts of a computer, e.g.mouse.(ECDT2)As ECD teachers we use realia e.g.concrete objects; use of media depends on the topic, e.g.counters are used for Mathematics concepts.They also draw the counters and match numbers (ECDT 3) Use of attractive media motivates learners.(ECDT 4) I display learners' art work and this motivates them.I also use Scratchy or Blocky games; laptops to watch videos; learners associate with cartoons they see on TV.(ECDT5) Learners are given stickers in the form of stars when they excel and they become excited.(ECDT6) With ECD learners, I use learner centred methods which motivate learners as they actively participate in learning.The activities include drawing, colouring and many others.(ECDT7) ECD learners learn better through play, we also expose them to radio lessons and learners are motivated.(ECDT 8) ECD learners are motivated when teachers use captivating lessons; learners want to manipulate objects.(ECDT 9) We use various strategies which include experimentation, games, including computer games, use of videos and educative cartoons, puzzles, e.g.Subtraction games to motivate the learners.(ECDT1) The strategies used are teacher centred methods, for example, demonstrations because leaners are too young to do the experiments on their own.Learners will express themselves through art work and this reinforces the concepts taught.(ECDT2) We also use role play, learners learn through practicing and doing, they will then draw or do painting illustrating the characters in role play.(ECDT3) I use demonstrations, some learners are not aware of skills so they can imitate, learn by doing repetitive tasks.(ECDT5) We use discovery learning; art work activities, learner centred methods; group work discussions, these strategies help learners understand when they interact and an opportunity to explore.(ECDT6) The study established that teachers use various types of assessment tools to assess learners' progress in STEM concepts.These assessment tools are composed of observation, workbooks with drawings, structured developmental checklist, drawings, assessment worksheets and homework on use of ICT tools among others.The results of this study are in agreement with Shepard's (1998) view that in order to be able to demonstrate learners' abilities, methods of assessment should recognise that learners need familiar contexts.Abstract paper-and-pencil tasks might make it difficult for young learners to demonstrate their knowledge.Shepard further acknowledges that assessment information should inform teachers what each learner is capable of doing and readiness to learn next.Assessment data can be collected through direct observation of learners during natural activities.The methods include: asking questions either orally or in writing; looking at drawings and samples of work or asking informed adults about the child.Thus, observation is the most appropriate method for younger learners.The findings of this study further confirm what has been observed by assess learners' progress through observing the objects learners create.(ECDT1) Learners are assessed through workbooks with drawings which are marked as the learner progresses.(ECDT2) We use Structured developmental checklist to assess the acquisition of content or if learners have grasped concepts or not.We also test the skill and tick appropriately.(ECDT3) I also check whether learners are innovative by using the information that they would have learnt, e.g.types of drawings, shapes, girls draw women and boys draw cars.(ECDT4) I assess them through tests (concepts, skills, performance) and physical assessment.(ECDT5) Assessment is done when learners are able to draw human figures e.g.drawing a person with a head and legs; with time they should add head, feet, ears, hair in their drawings etc.
There is one computer lab at the school that is shared by all learners from grade 1 to 7; ECD classes are not given a chance to use the computer lab since ICT is not examinable.ECD learners have limited time to use the computer lab, for example, once or twice per

Improving the quality in integrating Child Art in STEM learning at ECD level As
The responses indicated that ECD teachers encountered numerous challenges.Some of the participants' responses are presented below:Besides the generic challenges faced by ECD teachers in integrating child art in STEM teaching as noted in the literature review, this study identified lack of expertise and skills in content delivery, high teacher-learner ratio which results in overcrowded classrooms and limited teaching and learning resources as major impediments.The findings of this study are commensurate with Grant's (2023) observation that a lot of teachers do not have access to extensive training programmes that prepare them with requisite knowledge and skills on how to effectively teach ECD learners.Grant adds that high learner-teacher ratio is one of the main constraints in urban early childhood education.Congested classrooms result in a less effective learning environment since teachers will be having difficulties in providing individualised teaching to learners.Limited access to resources and support systems crucial for a child's development may be caused by high poverty rates in urban areas.knowledge regarding human development and learning has grown at a rapid pace, the opportunity to shape more effective educational practices has also increased.It was imperative for the study to enquire from participants how the quality in integrating child art in STEM could be improved.The participants gave various responses and some of them are captured below: The school administration/head should provide teaching and learning resources for ECD learners, and provide adequate infrastructure for ECD learners, with suitable furniture and equipment to teach STEM concepts.(ECDT4) Learners need motivation; school level competitions; teachers should be more creative and use various teaching strategies that will encourage learner participation.(ECDT6) The schools should avail more resources for teaching STEM learning areas at ECD level and ECD teachers should be provided with adequate teaching and learning materials such as science equipment.(ECDT2) ECD learners require adequate learning materials for their success in STEM learning and schools should provide teachers with resources such as laptops and ECD infrastructure.(ECDT1) ECD teacher specialist should teach at that level not general teachers and learners should do homework on their own.(ECDT8) Many teachers lack expertise and skills in content delivery and this makes it difficult for such teachers to integrate child art in STEM teaching and learning.(ECDT1)