To strengthen foundational science understanding in early childhood education, the University of Venda (UNIVEN), in partnership with the South African Institute of Physics (SAIP), hosted the workshop “Science Skills Development for Early Childhood Development (ECD) Practitioners.” This initiative aimed to equip ECD practitioners with the scientific knowledge and practical skills necessary to foster curiosity, inquiry, and critical thinking in young learners.
The workshop was grounded in the belief that early exposure to science lays a vital foundation for lifelong learning and future participation in STEM (Science, Technology, Engineering, and Mathematics). By simplifying core scientific concepts and using age-appropriate teaching methods, the programme makes science both engaging and accessible for practitioners and the children they nurture. This collaboration combines UNIVEN’s expertise in early childhood education with SAIP’s leadership in physics outreach, demonstrating a unified commitment to strengthening ECD capacity, particularly in under-resourced communities. It aligns with national priorities, including the ECD 2030 Strategy, and supports broader efforts to enhance science education from the earliest stages.
Hosted at the Vuwani Science Resource Centre, the workshop was a joint effort by SAIP and UNIVEN through the Green Technology Confucius Institute. While SAIP’s existing teacher development programmes focus primarily on high school physical science educators, this new initiative recognises the importance of beginning science education earlier. To build a robust pipeline of future scientists, engineers, technologists, and physicists, SAIP is investing in early childhood education—a priority echoed by government strategies emphasising the enhancement of ECD learning environments.
A two-day workshop brought together approximately 80 Early Childhood Development (ECD) practitioners to explore the integration of Science, Technology, Engineering, and Mathematics (STEM), including coding, robotics, and creative, holistic, and playful learning approaches. The goal was to empower young children with essential skills for a rapidly changing world. Led by Professor Shonisani Agnes Mulovhedzi, the workshop featured interactive presentations and reflective dialogues, prompting participants to consider questions such as, “What is your experience with STEM?” Practitioners were encouraged to rethink and redefine STEM education through the lens of play. Creches from various communities—including Tshisaulu, Duthuni, Itsani, Vyeboom, Vuwani, Masia, Mashau, and Tshitungulwane (Tshimbupfe)—were invited to participate. Notably, staff from the University of Venda Creche were also in attendance, fostering a rich exchange of ideas and experiences in early childhood education.
This collaboration seeks to engage practitioners in South Africa in integrating science and climate change topics into their curricula. By doing so, young learners will gain an early understanding of environmental and scientific issues relevant to their communities. Looking ahead, we envision group activities that incorporate STEM concepts through playful and experiential learning. Additionally, we will provide training to ensure that practitioners are equipped to create and sustain effective STEM classroom environments.
In their post-survey feedback, practitioners expressed appreciation for the recogni-tion and the highly informative presentation. They committed to applying what they had learned about the STEM curriculum in their classrooms and urged the organisers to con-tinue empowering them. Many practitioners also conveyed their gratitude for the motiva-tion and training provided by Professor Mulovhedzi. Additionally, as a professional body, the South African Institute of Physics (SAIP) has initiated the process of seeking accredi-tation for the ECD module to ensure its recognition by the South African Council for Ed-ucators (SACE). Both SAIP and the University of Venda remain dedicated to fostering an inclusive community that nurtures young talent and supports sustainable development through capacity building, policy advocacy, and a range of developmental initiatives.
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The presentation was highly interactive, encouraging practitioners to engage with re-flective questions such as, “What is your experience with STEM?” Participants were guid-ed to rethink and redefine STEM through play-based learning, facilitated by group activ-ities that demonstrated how STEM concepts can be effectively introduced in playful, hands-on ways. A variety of materials—including stones, bottles, leaves, paper, glue, and scissors—were used to explore key skills in Science, Technology/Engineering, and Math-ematics. Additionally, practitioners received guidance on how to set up a STEM-friendly classroom environment. In their post-survey feedback, participants expressed apprecia-tion for the informative and engaging session. Many committed to implementing their new understanding of the STEM curriculum in their own classrooms and encouraged the or-ganisers to continue offering such empowering professional development opportunities.
Issued by:
Department of Marketing, Branding and Communication
University of Venda
Tel: 082 868 2218 / 082 868 1811
