INTRODUCING STEM AND DIGITAL SKILLS IN ARCHITECTURES IN EARLY CHILDHOOD EDUCATION

Abstract

To attract the children to science, technology, engineering and mathematics, known as STEM, should start from their early lives in order that the subjects were in the minds and souls of the children since they start knowing the shapes, sizes, spaces, changes, movements, and others around them. Technology is the application of scientific concepts and with these concepts, a human can create technology that we now live with. Children have high curiosity on the phenomena that occur around them. The parents and teachers should appropriately use their concerns on the environment to develop their future interests on STEM and one of them is architecture. The children can be given many kinds of architectural shapes, sizes, and spaces and when they are shown an architectural design, their minds will be working on questioning that their previous knowledge on these architectural forms is useful in creating an architectural design. Their eagerness to know can be geared to knowing more and higher on architectural products by showing the architectural megastructures, such as the Borobudur in Indonesia, the Taj-Mahal in India, The Great Wall in China, The Twin-Tower in Malaysia, The Eifel Tower in Paris and other world monumental buildings. All of these were created by engineers by using shapes, sizes, and spaces in designing the structures. When children are having basic knowledge on architectural structures and designs and combine them with digital skills, that is the time they lay down their professional KSAs (knowledge, skills, and attitudes) in architectures and create perfect mega designs for their community the decades to come.

Keywords: STEM, Curiosity, Digital Skills, Design