Science, Technology, Engineering, and Mathematics

STEM Learning in Early Childhood

For many decades, researchers and practitioners thought that young children could not engage in meaningful STEM learning, with the result that these important domains were neglected in early childhood education. However, young children can engage in mathematical and scientific ways of thinking. In fact, young children have foundational understanding of important STEM concepts such as the differences between animate and inanimate objects, the properties of objects, and causality, and are capable of engaging in reasoning and theorizing, which serve as important foundations for mathematical and scientific learning.

Engaging in mathematics and scientific inquiry is a natural process for young children, who are interested in exploring and understanding the world around them. Furthermore, many mathematics and science experiences are naturally embedded in common play-based home and classroom learning activities. For example, to build structures and ramps with blocks involves mathematics skills, such as counting, as well as scientific core ideas, such as force and motion; observing plants and animals grow can involve mathematics skills, such as measurement, and scientific core ideas, such as structure and function.

To develop interest in STEM and become robust mathematical and scientific thinkers, young children need frequent opportunities to engage in rich learning activities where strong scaffolding is provided. Adults, both parents or caregivers and educators, can support young children’s STEM learning by identifying developmentally appropriate concepts and ideas that interest children and by scaffolding their learning these concepts through engaging in mathematical and scientific practices. Mathematics and science concepts are often meaningless to young children when introduced as isolated facts. Young children best learn about these concepts through the promotion of mathematical practices, such as making sense of problems and persevering in solving them, and through science practices, such as observing, questioning, planning and carrying out investigations, analyzing and interpreting data, and constructing explanations.

...