STEM Education in the Early Childhood Years: Promoting Strong Foundations for Future Development

Early childhood education and care (ECEC) pedagogy provides an opportunity to engage young children in quality STEM learning experiences prior to attendance at formal school settings. Young children are capable of learning mathematics and science concepts (e.g., Baroody & Dowker, 2003; Greenfield et al., 2009) and by providing strong foundations in STEM, this learning has been associated with school readiness and academic achievement (e.g., Arnold, Fisher, Doctoroff, & Dobbs, 2002; Duncan et al., 2007). Despite this, while ECEC educators may be keen to incorporate STEM into their curriculum, more support and knowledge about developmentally appropriate STEM experiences are needed (Linder et al., 2016; McClure et al., 2017). Given the importance of smooth transitions between ECEC settings and formal schooling, it is vital primary educators understand and appreciate learning that occurs in ECEC contexts to ensure ongoing success for all children. Preliminary results from a case study provide insight into educational practice in an ECEC setting in order to identify examples of effective STEM pedagogy. Not only will this provide ECEC educators with examples of STEM experiences for young children, primary educators will be able to broaden their understanding of the knowledge and experiences of children moving into their settings. Overall, the preliminary findings of this case study will increase understandings of ECEC STEM pedagogy and help to inform strategies that strengthen STEM learning across transitions from ECEC to primary school settings