Abstract
In recent years, there has been a push to teach skills for success such as creativity, innovation, critical thinking, problem solving, and collaboration (Partnership for 21st Century Skills, 2007). This push initially targeted children in kindergarten and up, but has now trickled down to the preschool sector. The goal of teaching skills for success is to prepare students for future success. Imparting skills for success to students requires educators to be creative, multidisciplinary thinkers (Henriksen, 2014). The facilitation of this process is made possible through the implementation of the STEAM (Science, Technology, Engineering, Arts, and Mathematics) education and the habits of mind it fosters. However, teachers need to be prepared to take on this challenge. Teacher training on STEAM education has largely been aimed at preschool and K-12 teachers, leaving a gap in STEAM teacher training for toddler teachers. The current project attempted to close this gap by providing a 6-session STEAM teacher training series with a focus on habits of mind aimed at toddler teachers. Habits of mind are the life-related thinking modes we draw upon when we encounter situations or questions to which the answers are not readily known (Costa & Kallick, 2008; Nelsen, 2015). Habits of mind include the ability to identify when to use specific success skills (e.g., critical thinking and problem solving), and the inclination to use them (Perkins, Jay & Tishman, 1993; Costa & Kallick, 2008). The habits of mind used in this project were adapted from the 8 Studio Habits of Mind put forth by Lois Hetland and her colleagues (2007). The sessions focused on helping toddler teachers understand the habits and identify them in their practice. By identifying their own habits and how they apply them in their practice, teachers can more intentionally plan curriculum to support the development of the habits in children. Participating teachers generally provided positive evaluations of the workshop series, but also provided ways to improve such as needing more hands-on opportunities to practice their newly acquired knowledge. To improve this project, future implementations should take place during the school year and should include longer sessions for participants to develop a better understanding of STEAM curriculum development for toddlers.