STEM education is often thought the realm of primary and secondary school teachers. However, research suggests STEM learning occurs with young children, including infants (e.g., Baroody & Dowker, 2003; Fleer, 2015; Greenfield et al., 2009). In fact, STEM learning in the early years has been associated with school readiness and academic achievement (e.g., Arnold, Fisher, Doctoroff, & Dobbs, 2002; Duncan et al., 2007). It is of concern, then, that early childhood educators often report feeling ill-prepared to identify, support and extend on learning experiences. In part, this is due to a paucity of evidence-based research capturing what is occurring in learning environments and analysing this to inform the sector. Although early STEM learning is reflected in the Early Years Learning Framework (EYLF), the application of these concepts is not clearly articulated.
This project extends on a previously funded project aims to unpack quality STEM experiences to identify what STEM actually looks like in a variety of early years settings (e.g., long day care, kindergarten classrooms). It will continue a research collaboration between C&K and the researchers, strengthening this relationship and the STEM ERG visibility in this sector.
Funding / Grants
- QUT STEM ERG Seed Funding
Chief Investigators
Team
Other Team Members
