Connection of Fairy Tales and STEAM

Topic(s) addressed

• Multidisciplinary approach 
• Integrative learning 
• Active learning 
• Developing 21st-century skills

Target groups

• preschool teachers
• children 
• associates and parents

Methodologies

• The innovative use of STEAM approach in preschools in Serbia resulted in promoting a multidisciplinary method and the development of 21-century skills.
• New web 2.0 tools used due to COVID-19 limitations.
• Peer learning and collaboration with the parents
• Sharing knowledge and involving other teachers at the school
• The use of eTwinning for exchanging ideas and uploading materials.

Environments

• The STEAM approach was focused on exploring, experimenting and self-learning process, not only in classrooms but also outside (e.g. in a library or museum) and outdoors in nature (park, lake etc.)
• During COVID isolation parents were sending photos and videos helping the children to carry out planned activities (in their home gardens, and other available places).
• eTwinning members shared their knowledge on the Facebook group we opened during.
• We were sharing our knowledge with other preschool institutions by organising online learning events and disseminating our project activities.

Teachers

• STEAM was the new approach for almost all teachers who participated in the project.
• During this project, teachers improved their language, communication and collaboration and digital skills. 
• At the end of the project, a Guide for preschool teachers was created. 
• Other teachers can learn from our experience through the links to teachers' platforms and to websites of our institutions. 
• One of our products is a short Moodle course on the STEAM in preschool institutions theme.

Impact

• The project contributed to the popularisation of the STEAM methodology.
• A STEAM team was created to organise 4 training courses for all interested teachers.
• At the end of the project, 80% of teachers were introduced to the approach.
• Many teachers improved their digital skills and language skills
• Children and parents developed their digital skills, parents became partners in the learning process of their children creating one learning community which cooperated to find interesting ways to learn.