STEM begins in infancy: conceptual PlayWorlds to support new practices for professionals and families

Research output: Contribution to journalReview ArticleOther

Abstract

Many societies are increasingly worried about a lack of interest and expertise in Science, Technology, Engineering and Mathematics (STEM). Families and educators are wanting guidance on how to engage their pre-school children in STEM. Yet little research is available about this age group. This review examines the evidence and the practices for supporting STEM thinking, learning and development in young children. It illustrates through examples how young children can be engaged in STEM, and concludes with an evidence-based model suitable for educators and families to create a collective sense of being a STEM thinker in everyday life.
Original languageEnglish
Pages (from-to)29-33
Number of pages5
JournalInternational Journal of Birth and Parent Education
Volume7
Issue number4
Publication statusPublished - Jul 2020

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