4

Exploring STEAM at Home

Use with Teacher Time Webinars

This booklet contains resources to help families
encourage STEAM learning and use STEAM-
related language and inquiry skills at home.
Home visitors can also use these resources to
support families in creating STEAM learning
environments at home and supporting
children’s natural sense of wonder and
curiosity about the world.
 FA M I L I E S

15-Minute
In-Service Suites ACTIVITIES FOR FAMILIES
STEAM

STE A M IS ALL ARO U N D

Identify some areas in your home or household materials that you can use that promote your child’s
learning in the different STEAM domains.
SCIENCE

TECHNOLOGY

ENGINEERING

ART

M ATH

This document was developed with funds from Grant #90HC0012 for the U.S. Department of Health and Human Services,
Administration for Children and Families, Office of Head Start, and the Office of Child Care by the National Center for Early
3 Childhood Development, Teaching, and Learning. This resource may be duplicated for noncommercial uses without permission.
 FA M I L I E S

15-Minute
In-Service Suites TIPS FOR FAMILIES
STEAM

SPE AK TH E L AN GUAGE O F STEA M

The way parents speak to children can encourage inquiry, reflection, and problem solving. Speak STEAM
in the home by including problem-solving and STEAM-rich language in all types of activities like cooking,
playing with children’s toys, or exploring outside!

USE THE FOLLOWING STEA M - RICH VOCABUL ARY

ƒ Observe, observation ƒ Similar/different ƒ Explore

ƒ Predict, prediction ƒ Compare/contrast ƒ Experiment

ƒ Investigate ƒ Measure ƒ Test

ƒ Discover ƒ Count ƒ Record

ƒ Explain ƒ Hypothesis/hypothesize ƒ Guess

1. Use the STEAM-rich words listed above by first saying the word and then following up with simpler terms
(e.g., first ask, “What do you predict?” Then rephrase, “What do you think will happen?”). Here are some
examples of rephrasing!
ƒ “Let’s hypothesize or guess which bath toy will sink or float?
ƒ “I’m going to record or write down how tall you are!”
2. Introduce STEAM language as children explore their homes. Your child may understand STEAM ideas
but need help developing the vocabulary to talk about what they know. Practice the example phases (adjust
according to the situation):
ƒ “Let’s investigate the size of these two cups!” or “Which cup do you predict will hold more blocks?”
ƒ “Let’s explore the grass in our backyard! Is the grass all the same? Or is it different in some areas?”
3. Using scientific language with your child
ƒ extends and enriches STEAM experiences,
ƒ teaches advanced vocabulary in a meaningful context,
ƒ encourages the growth of STEAM content knowledge, and
ƒ supports your child’s curiosity and exploration skills needed for later school success.
4. STEAM helps you provide your child with authentic learning experiences for using language and building
communication skills. Children learn new content words in meaningful contexts. Here are some ways you
can use STEAM language in your home environments:

Parent: Let’s count how many blocks you can stack up without Parent: We did an experiment or test to see what toys would fit
them falling. How many do you predict or think you can stack? inside of your tube. You predicted or thought the basket would
fit inside. Let’s record or write down what we observed on our
chart.

This document was developed with funds from Grant #90HC0012 for the U.S. Department of Health and Human Services,
Administration for Children and Families, Office of Head Start, and the Office of Child Care by the National Center for Early
4 Childhood Development, Teaching, and Learning. This resource may be duplicated for noncommercial uses without permission.
 FA M I L I E S

15-Minute
In-Service Suites TIPS FOR FAMILIES
STEAM

IT’S O K TO BE CU RIO US!

Children have a natural sense of wonder and curiosity about the world. They like to explore, build, and
question.
How can you support your child’s curiosity? Encourage your child to observe objects and explore materials in
new ways. You can do this anywhere and all throughout the day!

IN THE KITCHEN
ƒ Grab a wooden spoon and flip over pots and pans to create drums.
ƒ Count the beats out loud.

BATH TIME
ƒ Guess whether objects will sink or float in the tub.
ƒ Test your predictions by dropping them in!

BOOK READING
ƒ Talk about colors, patterns, letters, and numbers in a book.
ƒ Connect images to personal experience: “This dog is the same color as
our dog!”

EVERYDAY M ATERIALS
ƒ Use a laundry basket to gather objects around the house and explore
math concepts like comparing shape and sizes!
ƒ Use math language: “The basket is bigger than your tunnel!”

This document was developed with funds from Grant #90HC0012 for the U.S. Department of Health and Human Services,
Administration for Children and Families, Office of Head Start, and the Office of Child Care by the National Center for Early
5 Childhood Development, Teaching, and Learning. This resource may be duplicated for noncommercial uses without permission.
 FA M I L I E S

15-Minute
In-Service Suites ACTIVITIES FOR FAMILIES
STEAM

EXPLO RE TH E O UTDO O RS TO GETH ER

When children play outside in nature, it gives them the chance to explore their senses—by touching, seeing,
smelling, hearing, and sometimes tasting things! They also learn to solve problems and observe the world
around them. Researchers have found that when young children spend time outside in nature, it helps them
learn.

HERE ARE SOME WAYS TO ENCOURAGE YOUR CHILD’S STEA M

LEARNING WHILE EXPLORING TOGETHER OUTSIDE.

CHOOSE SOMETHING TO EXPLORE I FOUND A LEAF!

Collect and explore different rocks or leaves; observe different
insects, trees or plants.
ƒ “Let’s observe plants!”

OBSERVE AND ASK QUESTIONS

Describe what your child is looking at. Ask questions
that let them explain what they see. I WONDER WHAT
ƒ You’re touching the stem. It’s long and thin. WILL HAPPEN WHEN
YOU BLOW ON THIS
ƒ What does the dandelion smell like? DANDELION?
ƒ Why do you think the dandelion turned white?

RECORD WHAT YOU EXPLORED

Document what you observed by doing one of the
following:
ƒ Draw a picture
ƒ Create a journal
ƒ Take a photo

This document was developed with funds from Grant #90HC0012 for the U.S. Department of Health and Human Services,
Administration for Children and Families, Office of Head Start, and the Office of Child Care by the National Center for Early
6 Childhood Development, Teaching, and Learning. This resource may be duplicated for noncommercial uses without permission.
 FA M I L I E S

RESEARCH NOTES
LIT TLE SCIENTISTS:
BUILDING EARLY STEAM SKILLS
STEAM learning is based on making observations, asking questions, making predictions, exploring, and
reflecting. STEAM skills help us analyze information, think creatively, and solve problems. We use STEAM skills
every day, from packing a car trunk to predicting how another person will react to a specific event.

THE TAKE HOME:

1. STEAM stands for Science, Technology, Engineering, Art, and Math. These topics are linked together
because they rely on a common focus and approach.
2. STEAM is about asking questions and trying to figure out how
things work.
3. Children naturally use STEAM skills to learn and explore their
surroundings and make sense of the world.

? WHAT DOES RESEARCH SAY?

‚ STEAM stands for Science, Technology, Engineering, Art,
and Math. These topics are linked together because they rely on
a common focus and approach. They all require gathering and
using evidence to gain knowledge, create new things, and solve
problems. STEAM is about asking questions and trying to
figure out how things work, not about what facts you know.
‚ Infants and young children naturally use these STEAM skills
to explore and learn about the world through play. Children act
like scientists - they make observations and run experiments to see what will happen. In fact, more than
half of children’s natural playtime is spent playing a science or math-related activity.
‚ Research indicates that early STEAM skills provide a strong base for school readiness.

WHAT DOES IT LOOK LIKE?

‚ Children learn by exploring on their own, but they also depend on adults to guide their learning.
‚ You can help children enjoy STEAM by doing STEAM activities together. Early skills like creative
thinking and problem solving establish the foundation for later learning and build confidence in
STEAM areas.
‚ You don’t need to know a lot about science or have special equipment to teach children about STEAM.
Pay attention to what children are interested in—this is a great place to start! For example, a child might
notice that his shirt got wet while he was washing his hands, and it feels heavier. Encourage the child to
explore what types of things absorb water. Does a sponge or a block get heavier when you put it in water?
Which one makes a better print on a piece of paper? Help parents practice asking open-ended questions
like “Why might that be?” or “What else could we try?” Remember, STEAM is about asking questions
and trying to figure out how things work – not which facts you know!
‚ Children naturally act like scientists. For example, an infant may predict that if she drops a toy, it will
fall to the ground. She might then experiment with dropping different objects from different heights.
Or, a child might explore different ways he can move his body patterns as he dances to music. He might
try jumping to the beat of the music or moving his arms and legs in a coordinated way. Help parents
recognize the observations, questions, and experiments their child does and think of ways to encourage
their experiments and thinking.

This document was developed with funds from Grant #90HC0012 for the U.S. Department of Health and Human Services,
Administration for Children and Families, Office of Head Start, and the Office of Child Care by the National Center for Early
7 Childhood Development, Teaching, and Learning. This resource may be duplicated for noncommercial uses without permission.
 FA M I L I E S

TRY THIS!
‚ Help children observe by asking, “What do you see?” Support curiosity by asking, “What do you want
to know?” Extend children’s learning by saying, “What do you think will happen?” Support exploration
by asking, “What should we try?” Help children reflect by asking, “What did you notice?” Encourage
parents to notice and engage with what their children are exploring. Reflect on the kinds of STEAM
play you observe in children and think about ways you can model STEAM skills in your interactions
with families.
‚ Explore the outdoors and nature. You don’t need special equipment like microscopes to engage children
in STEAM learning. Go outside or bring the outdoors inside! Nature is perfect for creative and active
exploration and problem-solving. On home visits, help families find good spots to explore, whether it is
the park down the street, or plants and trees around their home.
‚ Use materials that engage the senses. Explore with touch, smell, taste, sound, or sight. For example,
bring different textured items on a home visit and have the child compare how objects feel. Observe
which is rough, or squishy? After exploring, you might work together to create something new with the
materials. This helps children use STEAM skills like making observations and creative thinking.

LEARN MORE:
NEWS YOU CAN USE: EARLY SCIENCE LEARNING FOR INFANTS AND TODDLERS
https://eclkc.ohs.acf.hhs.gov/sites/default/files/pdf/nycu-early-science.pdf
COACHING CORNER: FULL STEAM AHEAD: USING PRACTICE-BASED COACHING TO SUPPORT THE
TEACHING OF SCIENCE
https://eclkc.ohs.acf.hhs.gov/video/full-steam-ahead-using-practice-based-coaching-support-teaching-science

This document was developed with funds from Grant #90HC0012 for the U.S. Department of Health and Human Services,
Administration for Children and Families, Office of Head Start, and the Office of Child Care by the National Center for Early
8 Childhood Development, Teaching, and Learning. This resource may be duplicated for noncommercial uses without permission.
 FA M I L I E S

CONNECTING AT HOME
LIT TLE SCIENTISTS:
BUILDING EARLY STEAM SKILLS
STEAM stands for Science, Technology, Engineering, Art, and Math. Children use STEAM skills all the time when
they wonder, explore, solve problems, and communicate. STEAM learning is based on making observations,
creating, asking questions, and exploring. STEAM is all around us, ready to be discovered by young explorers.

USE YOUR SENSES EXPLORE TOGETHER

Explore with touch, smell, taste, sound, or sight. A key part of helping your child enjoy STEAM
For example, help your child compare how is to do STEAM activities together. Children
objects feel. Which is rough, soft, smooth, or learn from other people, and they enjoy learning
squishy? Together you can make observations with others. For example, consider ways to make
about how something feels. After exploring, music as a group. Working together makes
create something new with the materials. These activities more meaningful and fun!
skills are important for STEAM learning.

LOOK OUTDOORS
ASK QUESTIONS Looking for STEAM inspiration? Try exploring
Ask questions to guide your child’s learning. outdoors! For example, you could ask “Do you
Listen to their response. For infants, watch for see any birds? Let’s see if we can find more!
their responses. Then expand upon it. It’s ok if Where else might we see birds?” You don’t have
you don’t know all the answers! It’s not about to go far to explore nature. If you live in a city,
right or wrong. The important thing is that you can count bugs on the sidewalk or talk about
you and your child observe, question, predict, the direction of the wind. You can also bring the
explore, and reflect together. outdoors inside by collecting leaves in the park.

This document was developed with funds from Grant #90HC0012 for the U.S. Department of Health and Human Services,
Administration for Children and Families, Office of Head Start, and the Office of Child Care by the National Center for Early
9 Childhood Development, Teaching, and Learning. This resource may be duplicated for noncommercial uses without permission.
 FA M I L I E S

15-Minute
In-Service Suites TIPS FOR FAMILIES
STEAM

TH E IN Q U I RY CYCLE
The cycle of inquiry (or scientific method) is a thinking tool—not a specific activity. This tool helps us go
through the process of questioning, exploring, predicting, discussing, and observing something of interest.
Rather than focusing on learning scientific facts, when we take the time to observe things in our environment
we become curious and begin to ask questions. Curiosity and asking questions (inquiry) is what helps children
learn about the world around them. Inquiry builds critical thinking skills and supports problem solving
across the domains of learning and development, which is key to children’s school readiness and independent
learning throughout life.
This cycle doesn’t always move in one direction. Sometimes, you will move back and forth through the steps
because your child might notice something new or realize he has a new question after exploring more. As your
child explores your home and community, practice asking these questions to help your child learn more about
the world around you.

QUESTION
What are you curious about?
What do you want to know?
OBSERVE Are you wondering if..? PREDICT
What do you see/hear? What do you think will happen?
How do they sound/smell? What are your predictions?
How are they the same? What do you think that?
How are they different? How could we find out?
What happens when you try?
You seem curious about...

DISCUSS EXPLORE
What are you predictions? Let’s investigate!
What happened? What do you notice?
What did you notice? What is changing?
Why do you think that happened? What did you try?
What could we investigate next? Let’s draw what we see.

ƒ Encourage your child to ask questions in their home language whenever possible. Provide visual aids that
your child can use to communicate their thinking
ƒ Adjust your questions to match your child’s current level of receptive and expressive language and English.
ƒ Allow your child to communicate in the language in which they feel most comfortable to support curiosity
and questioning.
ƒ Keep in mind if your child is a dual language learner, they may actively engage in play by listening to
others’ observations but may not yet feel confident to respond in English.
ƒ Children develop their comprehension and communication skills as they make predictions, plan
explorations, describe findings, document observations and explain their reasoning ("Why did it happen?").
They also learn how to engage in small group conversations.

This document was developed with funds from Grant #90HC0012 for the U.S. Department of Health and Human Services,
Administration for Children and Families, Office of Head Start, and the Office of Child Care by the National Center for Early
10 Childhood Development, Teaching, and Learning. This resource may be duplicated for noncommercial uses without permission.
 FA M I L I E S

15-Minute
In-Service Suites TIPS FOR FAMILIES
STEAM

A CU LTU RE O F IN Q U I RY
To create a culture of inquiry, notice what your child says and does—learn about the things they are interested
in and what they know already! As you observe your child exploring their environment, you and your child
become scientists together! A culture of inquiry includes all learners. Here are some ways to create a culture of
inquiry.

MODEL A QUESTIONING MIND EXPLORE TOGETHER

Listen to your child’s questions and ask open-ended questions Let your child take the lead and explore his questions together.
that begin with: You don’t need to have all the answers.
ƒ “I wonder what…”
ƒ “I wonder how…”
ƒ “I wonder why…”

BE AN ACTIVE OBSERVER TALK WITH CHILDREN

Be an active observer to learn about your child’s interests and Engage your child in conversation. Invite her to communicate
abilities. Adapt your language and materials to build on your by asking about her observations, developing questions,
child’s existing knowledge and understanding. making predictions, etc.

KNOW WHEN TO INTERVENE PROVIDE CHILDREN WITH TIME

When you observe your child, decide when it is the Give your child the opportunity to investigate and figure things
appropriate time to ask a question or offer help without out.
distracting or overwhelming your child with too much
feedback.

This document was developed with funds from Grant #90HC0012 for the U.S. Department of Health and Human Services,
Administration for Children and Families, Office of Head Start, and the Office of Child Care by the National Center for Early
11 Childhood Development, Teaching, and Learning. This resource may be duplicated for noncommercial uses without permission.
 HOME VISITORS

15-Minute
In-Service Suites LEARNING ACTIVITY FOR HOME VISITORS
STEAM

STE A M IS ALL AROUN D

For this learning activity, brainstorm areas in the home or household materials you can identify with parents
to support them in promoting learning in different STEAM domains.

SCIENCE

TECHNOLOGY

ENGINEERING

ART

M ATH

This document was developed with funds from Grant #90HC0012 for the U.S. Department of Health and Human Services,
Administration for Children and Families, Office of Head Start, and the Office of Child Care by the National Center for Early
12 Childhood Development, Teaching, and Learning. This resource may be duplicated for noncommercial uses without permission.
 HOME VISITORS

15-Minute
In-Service Suites TIPS FOR HOME VISITORS
STEAM

SPE AK TH E L AN GUAGE O F STEA M

The way parents speak to children can encourage inquiry, reflection, and problem solving. Encourage parents
to speak STEAM in the home by incorporating problem-solving and STEAM-rich language in all types of
activities like cooking, playing with children’s toys, or exploring outside!

ENCOURAGE PARENTS TO USE THE FOLLOWING STEA M - RICH VOCABUL ARY:

ƒ Observe, observation ƒ Similar/different ƒ Explore

ƒ Predict, prediction ƒ Compare/contrast ƒ Experiment

ƒ Investigate ƒ Measure ƒ Test

ƒ Discover ƒ Count ƒ Record

ƒ Explain ƒ Hypothesis/hypothesize ƒ Guess

1. Encourage parents to use the STEAM-rich words listed above. Recommend they introduce the words
to their child by first saying the word and then following up with simpler terms (e.g., first ask, “What
do you predict?” then rephrase, “What do you think will happen?”). Use real objects, photographs and/
or illustrations to help children learn the words for key vocabulary and concepts. For example, encourage
parents to practice rephrasing:
ƒ “Let’s hypothesize or guess which bath toy will sink or float?
ƒ “I’m going to record or write down how tall you are!”

2. Encourage parents to introduce STEAM language as children are exploring their homes. Remind them
that children may understand STEAM concepts but need help developing the vocabulary to talk about
what they know. For children who are dual language learners, provide key words and concepts in English
and their home languages, when possible. Have parents practice the example phrases (adjust according to
the situation):
ƒ “Let’s investigate the size of these two cups!” or “Which cup do you predict will hold more blocks?”
ƒ “Let’s explore the grass in our backyard! Is the grass all the same? Or is it different in some areas?”

3. Share with parents how using scientific language with their child
ƒ extends and enriches STEAM experiences,
ƒ teaches advanced vocabulary in a meaningful context,
ƒ encourages the growth of STEAM content knowledge, and
ƒ supports their child’s curiosity and exploration skills needed for later school success.

This document was developed with funds from Grant #90HC0012 for the U.S. Department of Health and Human Services,
Administration for Children and Families, Office of Head Start, and the Office of Child Care by the National Center for Early
13 Childhood Development, Teaching, and Learning. This resource may be duplicated for noncommercial uses without permission.
 HOME VISITORS

4. STEAM helps parents provide their children with authentic learning experiences for using language and
building communication skills. Children learn new content words in meaningful contexts. Here are some
ways you can encourage parents’ use of STEAM language and environments:

Parent: Let’s count how many blocks you can stack up without Parent: We did an experiment or test to see what toys would fit
them falling. How many do you predict or think you can stack?inside of your tube. You predicted or thought the basket would
fit inside. Let’s record or write down what we observed on our
Home visitor: You’re promoting STEAM learning by having your chart.
child guess how many blocks they can stack!
Home visitor: You’re promoting STEAM learning by allowing
your child to explore the different sizes of items in his house!

This document was developed with funds from Grant #90HC0012 for the U.S. Department of Health and Human Services,
Administration for Children and Families, Office of Head Start, and the Office of Child Care by the National Center for Early
14 Childhood Development, Teaching, and Learning. This resource may be duplicated for noncommercial uses without permission.
 HOME VISITORS

RESEARCH NOTES
LIT TLE SCIENTISTS:
BUILDING EARLY STEAM SKILLS
STEAM learning is based on making observations, asking questions, making predictions, exploring, and
reflecting. STEAM skills help us analyze information, think creatively, and solve problems. We use STEAM skills
every day, from packing a car trunk to predicting how another person will react to a specific event.

THE TAKE HOME:

1. STEAM stands for Science, Technology, Engineering, Art, and Math. These topics are linked together
because they rely on a common focus and approach.
2. STEAM is about asking questions and trying to figure out how
things work.
3. Children naturally use STEAM skills to learn and explore their
surroundings and make sense of the world.

? WHAT DOES RESEARCH SAY?

‚ STEAM stands for Science, Technology, Engineering, Art,
and Math. These topics are linked together because they rely on
a common focus and approach. They all require gathering and
using evidence to gain knowledge, create new things, and solve
problems. STEAM is about asking questions and trying to
figure out how things work, not about what facts you know.
‚ Infants and young children naturally use these STEAM skills
to explore and learn about the world through play. Children act
like scientists - they make observations and run experiments to see what will happen. In fact, more than
half of children’s natural playtime is spent playing a science or math-related activity.
‚ Research indicates that early STEAM skills provide a strong base for school readiness.

WHAT DOES IT LOOK LIKE?

‚ Children learn by exploring on their own, but they also depend on adults to guide their learning.
‚ You can help children enjoy STEAM by doing STEAM activities together. Early skills like creative
thinking and problem solving establish the foundation for later learning and build confidence in
STEAM areas.
‚ You don’t need to know a lot about science or have special equipment to teach children about STEAM.
Pay attention to what children are interested in—this is a great place to start! For example, a child might
notice that his shirt got wet while he was washing his hands, and it feels heavier. Encourage the child to
explore what types of things absorb water. Does a sponge or a block get heavier when you put it in water?
Which one makes a better print on a piece of paper? Help parents practice asking open-ended questions
like “Why might that be?” or “What else could we try?” Remember, STEAM is about asking questions
and trying to figure out how things work – not which facts you know!
‚ Children naturally act like scientists. For example, an infant may predict that if she drops a toy, it will
fall to the ground. She might then experiment with dropping different objects from different heights.
Or, a child might explore different ways he can move his body patterns as he dances to music. He might
try jumping to the beat of the music or moving his arms and legs in a coordinated way. Help parents
recognize the observations, questions, and experiments their child does and think of ways to encourage
their experiments and thinking.

This document was developed with funds from Grant #90HC0012 for the U.S. Department of Health and Human Services,
Administration for Children and Families, Office of Head Start, and the Office of Child Care by the National Center for Early
15 Childhood Development, Teaching, and Learning. This resource may be duplicated for noncommercial uses without permission.
 HOME VISITORS

TRY THIS!
‚ Help children observe by asking, “What do you see?” Support curiosity by asking, “What do you want
to know?” Extend children’s learning by saying, “What do you think will happen?” Support exploration
by asking, “What should we try?” Help children reflect by asking, “What did you notice?” Encourage
parents to notice and engage with what their children are exploring. Reflect on the kinds of STEAM
play you observe in children and think about ways you can model STEAM skills in your interactions
with families.
‚ Explore the outdoors and nature. You don’t need special equipment like microscopes to engage children
in STEAM learning. Go outside or bring the outdoors inside! Nature is perfect for creative and active
exploration and problem-solving. On home visits, help families find good spots to explore, whether it is
the park down the street, or plants and trees around their home.
‚ Use materials that engage the senses. Explore with touch, smell, taste, sound, or sight. For example,
bring different textured items on a home visit and have the child compare how objects feel. Observe
which is rough, or squishy? After exploring, you might work together to create something new with the
materials. This helps children use STEAM skills like making observations and creative thinking.

LEARN MORE:
NEWS YOU CAN USE: EARLY SCIENCE LEARNING FOR INFANTS AND TODDLERS
https://eclkc.ohs.acf.hhs.gov/sites/default/files/pdf/nycu-early-science.pdf
COACHING CORNER: FULL STEAM AHEAD: USING PRACTICE-BASED COACHING TO SUPPORT THE
TEACHING OF SCIENCE
https://eclkc.ohs.acf.hhs.gov/video/full-steam-ahead-using-practice-based-coaching-support-teaching-science

This document was developed with funds from Grant #90HC0012 for the U.S. Department of Health and Human Services,
Administration for Children and Families, Office of Head Start, and the Office of Child Care by the National Center for Early
16 Childhood Development, Teaching, and Learning. This resource may be duplicated for noncommercial uses without permission.
 HOME VISITORS

CONNECTING AT HOME
LIT TLE SCIENTISTS:
BUILDING EARLY STEAM SKILLS
STEAM stands for Science, Technology, Engineering, Art, and Math. Children use STEAM skills all the time when
they wonder, explore, solve problems, and communicate. STEAM learning is based on making observations,
creating, asking questions, and exploring. STEAM is all around us, ready to be discovered by young explorers.

USE YOUR SENSES EXPLORE TOGETHER

Explore with touch, smell, taste, sound, or sight. A key part of helping your child enjoy STEAM
For example, help your child compare how is to do STEAM activities together. Children
objects feel. Which is rough, soft, smooth, or learn from other people, and they enjoy learning
squishy? Together you can make observations with others. For example, consider ways to make
about how something feels. After exploring, music as a group. Working together makes
create something new with the materials. These activities more meaningful and fun!
skills are important for STEAM learning.

LOOK OUTDOORS
ASK QUESTIONS Looking for STEAM inspiration? Try exploring
Ask questions to guide your child’s learning. outdoors! For example, you could ask “Do you
Listen to their response. For infants, watch for see any birds? Let’s see if we can find more!
their responses. Then expand upon it. It’s ok if Where else might we see birds?” You don’t have
you don’t know all the answers! It’s not about to go far to explore nature. If you live in a city,
right or wrong. The important thing is that you can count bugs on the sidewalk or talk about
you and your child observe, question, predict, the direction of the wind. You can also bring the
explore, and reflect together. outdoors inside by collecting leaves in the park.

This document was developed with funds from Grant #90HC0012 for the U.S. Department of Health and Human Services,
Administration for Children and Families, Office of Head Start, and the Office of Child Care by the National Center for Early
17 Childhood Development, Teaching, and Learning. This resource may be duplicated for noncommercial uses without permission.
 HOME VISITORS

15-Minute
In-Service Suites TIPS FOR HOME VISITORS
STEAM

CRE ATIN G A CU LTU RE O F IN Q U I RY IN TH E H OM E- BASED SET TIN G

To create a culture of inquiry, adults must use observations about what children say and do to learn about their
interests and current understandings. This allows adults and children to become scientists together. A culture
of inquiry includes all learners. Here are some ways to create a culture of inquiry.

MODEL A QUESTIONING MIND EXPLORE TOGETHER

ƒ Encourage parents to listen to their child’s questions and ƒ Parents don’t need to have all the answers. Instead,
ask open-ended questions that begin with: encourage parents to let their child take the lead and guide
“I wonder what…” them in exploring their questions. Offer many opportunities
for interactive- and exploration-based learning and
“I wonder how…”
encourage parents to learn with their children.
“I wonder why…”
ƒ Have a child speak in the language(s) in which he feels
most comfortable to support curiosity and questioning

BE AN ACTIVE OBSERVER TALK WITH CHILDREN

ƒ Encourage parents to be active observers to learn about ƒ Have parents practice engaging their child in conversation
their child’s interests and abilities. Parents should adapt in the home language they are most comfortable speaking
their language and materials to build on their child’s to encourage, prompt, and expand their child’s vocabulary
existing knowledge and understanding. for describing observations, developing questions, and
ƒ A child may express her curiosity non-verbally through her making predictions.
facial expressions, body language, and behaviors. ƒ Visual supports such as pictures and books can give
parents and children another way to communicate, besides
verbal communication.

This document was developed with funds from Grant #90HC0012 for the U.S. Department of Health and Human Services,
Administration for Children and Families, Office of Head Start, and the Office of Child Care by the National Center for Early
18 Childhood Development, Teaching, and Learning. This resource may be duplicated for noncommercial uses without permission.
 HOME VISITORS

KNOW WHEN TO INTERVENE PROVIDE CHILDREN WITH TIME

ƒ Help parents decide when it is the appropriate time ƒ Encourage parents to give their child the opportunity to
to ask a question or offer help without distracting or investigate and figure things out.
overwhelming their child with too much feedback.

This document was developed with funds from Grant #90HC0012 for the U.S. Department of Health and Human Services,
Administration for Children and Families, Office of Head Start, and the Office of Child Care by the National Center for Early
19 Childhood Development, Teaching, and Learning. This resource may be duplicated for noncommercial uses without permission.
NOTES

This document was developed with funds from Grant #90HC0012 for the U.S. Department of Health and Human Services,
Administration for Children and Families, Office of Head Start, and the Office of Child Care by the National Center for Early
20 Childhood Development, Teaching, and Learning. This resource may be duplicated for noncommercial uses without permission.
NOTES

This document was developed with funds from Grant #90HC0012 for the U.S. Department of Health and Human Services,
Administration for Children and Families, Office of Head Start, and the Office of Child Care by the National Center for Early
21 Childhood Development, Teaching, and Learning. This resource may be duplicated for noncommercial uses without permission.
NOTES

This document was developed with funds from Grant #90HC0012 for the U.S. Department of Health and Human Services,
Administration for Children and Families, Office of Head Start, and the Office of Child Care by the National Center for Early
22 Childhood Development, Teaching, and Learning. This resource may be duplicated for noncommercial uses without permission.