STEM Starts Early

Grounding Science, Technology, Engineering, and Math Education in Early Childhood

Tomorrow’s inventors and scientists are today’s curious young children—as long as those children are given ample chances to explore and are guided by adults equipped to support them. STEM Starts Early is the culmination of a deep inquiry supported by the National Science Foundation that aims to better understand the challenges to and opportunities in STEM learning as documented in a review of early childhood education research, policy, and practice and encourages collaboration between pivotal sectors to implement and sustain needed changes. The report features research by the FrameWorks Institute on some common misconceptions around early STEM learning, and how reframing the conversation can help the public overcome these often problematic ways of thinking, leading to a greater understanding of the importance of prioritizing and investing in STEM learning opportunities for all children.

STEM Starts Early provides key recommendations for education leaders, researchers, and policymakers across the country to improve opportunities for children to become confident learners in science, technology, engineering and math.

ATTACHMENT:

STEM Starts Early

Authors:

Elisabeth McClure is currently a research specialist at the Lego Foundation Centre for Creativity, Play, and Learning. She is a former fellow at the Joan Ganz Cooney Center at Sesame Workshop.

Lisa Guernsey is deputy director of the Education Policy program and director of the Learning Technologies project at New America.

Douglas Clements
Susan Nall Bales
Jennifer Nichols
Nat Kendall-Taylor

Michael H. Levine is the founding executive director of the Joan Ganz Cooney Center at Sesame Workshop.