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Considering practitioners' perceptions related to STEM and inclusion in early childhood

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Considering practitioners' perceptions related to STEM and inclusion in early childhood

April 17, 2023

Research continues to demonstrate the critical importance of early science, technology, engineering, and math (STEM) learning for all young children. Since STEM is fairly new in the early childhood field, there are limited recommended practices for STEM learning, particularly for children with disabilities. Researchers at the UNC Frank Porter Graham Child Development Institute (FPG) within the STEM Innovation for Inclusion in Early Education Center (STEMIE) examined the perceptions and beliefs of early childhood practitioners and directors related to STEM and inclusion in early childhood settings.
 
These findings are reported in the article, “Practitioner and Director Perceptions, Beliefs, and Practices Related to STEM and Inclusion in Early Childhood," published online in Early Childhood Education Journal in March 2023 and written by Jessica Amsbary, PhD, Hsiu-Wen Yang, PhD, Chih-Ing Lim, PhD, Ann Sam, PhD, and Megan Vinh, PhD.
 
The researchers addressed three questions:

  • What are practitioners’ and directors’ feelings and beliefs related to STEM and inclusion in early intervention and early education?
  • What are practitioners and directors doing related to STEM and inclusion in early intervention and early education?
  • What challenges do providers and directors/leaders face related to STEM and inclusion in early intervention and early education?

“As a technical assistance and knowledge development center, we really wanted to gain an understanding both of perspectives held by practitioners and what is actually happening related to STEM and inclusion,” says Amsbary. “We knew these findings could impact the direction and focus of the center activities.”

“As a technical assistance and knowledge development center, we really wanted to gain an understanding both of perspectives held by practitioners and what is actually happening related to STEM and inclusion,” says Amsbary. “We knew these findings could impact the direction and focus of the center activities.”

Yang agrees, noting, “Professionals' practices in supporting young children's access and engagement in STEM learning opportunities are closely tied to their attitudes and beliefs toward inclusion. The findings of the project assist in shaping the direction of the project activities, ensuring that they are aligned with the project's goals and objectives."

Researchers developed the initial survey using an iterative process that ensured the questions were relevant and addressed items related to science, technology, engineering, math, and STEM as separate concepts to inform the findings. During the second phase, internal research team members with expertise in STEM and inclusion reviewed the survey and provided feedback, which was then incorporated by the team. In the final phase, four cognitive interviews were conducted with early childhood practitioners—which included having participants complete the working draft of the survey—to ensure survey content was “readable, understandable, and relevant to current early childhood practitioners.”
 
The resulting survey instrument, which was available in both English and Spanish, featured questions for both practitioners and directors, covering five general areas:

  • demographics, including roles, settings, race/ethnicity, and general curriculum and approaches used;
  • the importance and developmental appropriateness of STEM and inclusion;
  • inclusive practices used;
  • STEM practices used; and
  • challenges faced accessing and using inclusive and STEM practices.

 
From winter 2020 through spring 2021, the survey was disseminated through a variety of channels including the social media platforms and website of the research team as well as through contacts and listservs of existing groups serving early childhood practitioners and directors. A total of 160 practitioners and 120 directors completed and submitted the survey, with an email response rate of approximately 5 percent.
 
Most respondents reported that STEM and inclusion are important and that they used practices related to STEM and inclusion, but noted challenges including lack of time, funding, and training. While most of those who took the survey were supportive of and knowledgeable about STEM learning opportunities, there was a discrepancy regarding technology and engineering for infants and toddlers, with and without disabilities. The researchers argue that this might be due to the need to clarify to practitioners that technology in early childhood is more than playing on a screen and that engineering-informed design approaches and investigations have a place in early intervention and early education.
 
When talking about inclusion, most of the responders noted that they serve children with disabilities and use inclusive practices, with which they are comfortable. A few respondents reported that they did not feel they and/or their staff were prepared to use inclusive practices, so the authors posit a need to further emphasize the importance of inclusion in early childhood and provide continuing education opportunities related to inclusion. The researchers were encouraged that practitioners and directors did not differentiate the importance of STEM for children with and without disabilities, which suggests these early childhood educators are using an inclusive lens.
 
The findings indicate the need to strengthen efforts to ensure that infants and toddlers are engaging in high-quality inclusive STEM practices. The investigators suggest that future research address professional development models and implementation practices so that STEM learning opportunities are embedded into daily routines and activities in early childhood education centers and in homes. To provide young children with the best future, it is critically important to ensure that early childhood professionals are knowledgeable about and proficient in STEM and inclusive practices, particularly for our youngest learners.
 
"I think the take-home message from the survey findings is we really need to emphasize the importance of early STEM learning for ALL young children,” says Amsbary. “STEM is very relevant and beneficial in early childhood, even for infants and toddlers, and it's important that everyone knows that.”