Гендерные роли в STEM

Аннотация

This article discusses the importance of introducing educational programs for preschool children to master basic knowledge of science, technology, engineering and mathematics (STEM knowledge). It is proven that teaching STEM knowledge to pre- school children gives them great potential for further development in primary and secondary school. When revealing the subject of STEM knowledge for preschoolers and the gender aspects of its successful teaching, it is concluded that, along with the preparation of such educational programs, it is necessary to develop the special knowledge of boys and girls. Key words: STEM, preschool education, gender equality, gender differences in preschool development. In the modern world, over the past quarter century, a radical scientific and technological revolution has occurred due to the development of computer and information and communication technologies. This revolution led to a new format of human life, permeating both professional spheres and routine everyday life with new knowledge, skills and technologies. The changes affected everyone, but the younger generation turned out to be especially sensitive to them, as they are most actively involved in the development of new technologies that are still being developed. This also applies to preschoolers, which, due to the characteristics of preschool human development, provides opportunities for development in primary and secondary school, and in the future for further steps in the development of technology. It is argued that it is necessary to start learning knowledge on the concept of STEM from an early age, since children very easily intuitively absorb the innovations of the time. It is indicated that knowledge acquired in preschool age turns out to be an influential factor even in achieving success in higher education. That is why, in order to reasonably build a strategy for the development of the labor market, it is necessary to start with educational programs for preschoolers. In 2014, the US National Science Teachers Association recognized that preschoolers have excellent opportunities to learn and explain how the world works. The institutionalization of integrated science, technology, engineering and mathematics (STEM) knowledge and skills and the revision and reframing of STEM curricula in early childhood education in Uzbekistan are just beginning. Many additional education projects have been successfully launched, but for now they mostly concern pre- school children and primary schoolchildren. Animated series that include STEM knowledge for preschool and primary school age are becoming widely known. However, there are no wide-ranging educational programs that integrate STEM knowledge that would be widely implemented in kindergartens. Traditionally considered successful 528 XXI CENTURY RENAISSANCE IN THE PARADIGM OF SCIENCE, EDUCATION AND TECHNOLOGY INNOVATIONS mathematical training of preschoolers, including mastering logic and counting, still remains outside of comprehension and connection to computer technologies in the modern world and does not show how the basics mastered can be applied by preschoolers in practice both in play and in fulfilling everyday needs children communicating online with relatives and friends. Or how IT technologies help in creating and distributing a video about a new craft or drawing of a preschooler. STEM knowledge indirectly turns out to be significant for a preschooler’s understanding and successful learning. For example, while eating, a situation may arise discussing food, the technologies of its production and preparation, on the one hand, and its role for human well-being, on the other. Examples can be found in the practices of walking, playing music and physical education, and, of course, children playing and using toys. Such observations and reasoning in kindergarten give children an understanding that STEM skills shape their lives, they are necessary for literally every modern person. A child’s educational path and interests may vary greatly, but knowledge about technology can be useful anywhere. The narrowness of its application means that mathematics is more suitable for boys; it is they who become prize-winners of Olympiads and then show higher achievements in technical universities. The use of a gender approach to studying the current situation in preschool education is necessary in order to study in more detail how educational stereotypes are formed regarding the success of girls and boys in acquiring STEM skills. There is an approach that recognizes that the development of a pre-school student is more successful when he immediately puts new knowledge into practice in a playful form, mastering the surrounding reality, or gains knowledge in the context of a practical problem situation, further confirms the importance of taking into account gender stereotypes and gender roles that are constructed in the process of developmental activities in kindergarten. Thus, the contexts of