From Play to Proficiency: How STEAM Activities Build Digital Skills in Early Learners

In today's rapidly evolving digital landscape, the importance of digital competence cannot be overstated. Recognised as a fundamental skill by the EU Commission Union of Skills 2025, digital competence is essential for learning, work, and participation in society. The EU STEM Education Strategic Plan, part of the Union of Skills 2025, emphasises the importance of digital competence and STEM education from the early years, aiming to equip children with the skills necessary for active citizenship in a rapidly evolving world.

Recently, I had the privilege of being invited to deliver a keynote speech to European early childhood and primary educators on how STEAM (Science, Technology, Engineering, the Arts, and Maths) activities in Early Childhood Education and Care (ECEC) can support children to develop this crucial skill, at a recent European Schoolnet eTwinning workshop in Riga, Latvia funded by the EU Commission.

Digital competence is an important skill for life.

Understanding Digital Competence

Digital competence encompasses the confident, critical, and responsible use of digital technologies. It involves not just the ability to perform digital tasks but also the knowledge and attitude to understand and engage with digital tools effectively. This holistic approach ensures that children are not only proficient in using technology but also aware of its context and implications.

STEAM Activities and Digital Competence

STEAM education integrates the arts into the traditional STEM framework, fostering a transdisciplinary approach to learning. This integration is vital as it mirrors real-world applications where disciplines overlap and interact. For instance, an engineer might use design thinking and environmental science, while a sculptor might employ mathematical calculations and engineering concepts. STEAM activities can cultivate digital competence in young children. These activities provide tools for problem-solving, critical thinking, collaboration, and innovation—skills that are indispensable in the digital age.

Here are some examples of how STEAM can be introduced in ECEC:

• Building with Blocks: This activity can teach children about height, shape, size, and symmetry, integrating engineering and design thinking and scientific concepts such as gravity.

• Playing with Play Dough: Children can explore sensory play, mixing, and conservation, engaging with concepts of mass and form attributes.

• Solving Jigsaw Puzzles: Children develop problem solving and logical thinking in addition to early maths such as ordering and estimating.

• Gardening Project: By planting seeds and tracking growth, children can observe the height of the plant, number of leaves and observe how the plant changes and use a ruler to measure. This incorporates science, technology and maths as well as collaboration, creativity and innovation.

Beyond Digital Tools and Screens

Non-digital, unplugged toys, can foster skills needed for digital competence such as problem solving and critical thinking.

As adults we can tend to associate digital tools with screen based digital devices (Sharapan, 2012) and this can cause concern regarding excessive exposure to screen time among children. However, developing digital competence does not need to be limited to digital tools or screens. In fact, many everyday activities can foster digital skills without the use of electronic devices. Here are some examples:

• Crayons and Pencils: These tools can help children develop fine motor skills and

  creativity, which are foundational for digital tasks like typing and using a mouse.

• Rulers and Magnifying Glasses: Using these tools can teach children about measurement and observation, skills that are crucial for scientific inquiry and digital data analysis.

• Scissors and Zippers: These activities enhance hand-eye coordination and problem-solving abilities, which are essential for navigating digital interfaces.

  Dump Trucks and Building Blocks: Engaging in play with these items can introduce concepts of engineering and design thinking, fostering a mindset that is beneficial for digital innovation.

Digital Skills for Active Citizenship

We now pay for most goods and services using contactless technology

Digital skills are essential for engaging with the world around us and being active citizens. In our daily lives, we use digital tools for various tasks, such as:

• Contactless Payments: Understanding how to use contactless payment systems helps children grasp the concept of digital transactions and financial literacy.

• QR Codes: Scanning QR codes to access information or services teaches children about digital information retrieval and the integration of physical and digital worlds.

• RFID Tags in Library Books: Using RFID tags to check out library books introduces children to digital inventory systems and the importance of technology in managing resources.

Non-Screen Based STEAM Activities

Non-screen based STEAM activities can foster critical thinking and understanding behind digital concepts, preparing children to engage with the real world. Here are some examples:

• Nature Walks with Magnifying Glasses: Encouraging children to observe and document their findings can teach them about data collection and analysis, skills that are foundational for digital literacy.

• Cooking and Baking: Measuring ingredients and following recipes can introduce concepts of precision and sequencing, which are essential for coding and programming.

• Gardening: Planting seeds and tracking growth can help children understand scientific inquiry and the importance of data in making predictions and decisions.

• Building Models: Creating models of bridges or towers can teach children about engineering principles and the importance of design thinking in problem-solving.

AI is becoming more prevalent and children need digital competency to navigate this safely.

Critical Thinking Regarding Artificial Intelligence and Augmented Reality

As AI and AR become increasingly prevalent, and have the potential to provide society with many positive benefits such as innovation in healthcare for example. However, as these tools become more embedded and powerful, it is crucial for children to develop the skills to think critically about these technologies, to ask questions and not take everything they see and read online as truth. STEAM activities can help foster this critical thinking by:

• Encouraging Inquiry: Activities that prompt children to ask questions and challenge answers can help them develop a critical approach to information and technology.

• Promoting Hypothesising and Predicting: Engaging in experiments and making predictions can teach children about the scientific method and the importance of evidence-based reasoning.

• Fostering Collaboration: Working in teams on STEAM projects can help children understand the collaborative nature of technological development and the importance of diverse perspectives.

Conclusion

My presentation to European early childhood and primary educators highlighted the transformative potential of STEAM activities in developing digital competence. By integrating STEAM into ECEC, we can equip children with the skills, knowledge, and attitudes they need to thrive in the digital age. As educators, it is our responsibility to embrace these innovative approaches and support our young learners in becoming competent, confident, and responsible digital citizens.

Further Reading

For more detailed information on how STEAM activities can enhance digital competence in early childhood education, I highly recommend my book, Full STEAM Ahead: Science, Technology, Engineering, the Arts and Maths in Early Childhood Education, published by Boru Press in 2024. This book provides a comprehensive guide to integrating STEAM into ECEC and is available from the Boru Press website.

About the Author:

Paula Walshe is an ECEC Assistant Lecturer at South East Technological University, Ireland, and a former educator and manager of an outdoor preschool. Currently a PhD candidate researching STEAM in ECEC at Dundalk Institute of Technology, Paula is passionate about integrating innovative educational approaches to enhance early childhood learning. She is also the author of "Full STEAM Ahead: Science, Technology, Engineering, the Arts and Maths in Early Childhood Education," published by Boru Press in 2024. This book provides a comprehensive guide to integrating STEAM into ECEC and is available from the Boru Press website. She also provides CPD training on STEAM to ECEC settings, educators and leaders. Find out more about Paula on LinkedIn here.

References:

• European Council (2018). Recommendation of 22 May 2018 on Key Competences for Lifelong Learning.

• Sharapan, H. (2012). From STEM to STEAM: How Early Childhood Educators Can Apply Fred Rogers’ Approach.

• Walshe, P. (2024). Full STEAM Ahead: Science, Technology, Engineering, The Arts and Maths in Early Childhood Education. Walshe: Full STEAM Ahead — Boru Press Ltd. Publishing

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