There are many prevailing beliefs and attitudes about child development, disability, learning, and STEM itself affecting STEM learning experiences and opportunities for young children, including children with disabilities. In 2019, we asked 29 early childhood STEM experts what were some misconceptions about early STEM learning they have come across in their work. We then analyzed and organized their responses, and searched the literature to debunk the myths and misconceptions with facts. We describe what needs to be cultivated to address these issues, so that all young children have equitable and inclusive access to STEM learning experiences and opportunities.
Yang, H-W., Waters, V., Lim, C-I., Pedonti, S., & Harradine, C. (2021). A guide to addressing STEM myths. Chapel Hill, NC: The STEM Innovation for Inclusion in Early Education Center.