Researchers and educators agree: Children demonstrate a clear readiness to engage in science, technology, engineering, and math (STEM) learning early in life. And, just as with language and literacy, STEM education should start early in order to maximize its benefits and effectiveness. So why is STEM not woven more seamlessly into early childhood education? What can we do – in the classroom, in homes, in museums, in research labs, and in the halls of legislating bodies – to ensure that all young children have access to high-quality STEM learning early in life? This report summarizes the latest research findings on the importance and impact of early STEM across the child's ecological systems, as well as the critical importance of framing communications about early STEM in an effective way. It also articulates six recommendations for practice, policy, and research that will promote dramatic improvement in early STEM education for all young children.
McClure, E. R., Guernsey, L., Clements, D. H., Bales, S. N., Nichols, J., Kendall-Taylor, N., & Levine, M. H. (2017). STEM starts early: Grounding science, technology, engineering, and math education in early childhood. New York: The Joan Ganz Cooney Center at Sesame Workshop.