Practitioner and Director Perceptions, Beliefs, and Practices Related to STEM and Inclusion in Early Childhood

Abstract

The importance of early science, technology, engineering, and math (STEM) learning opportunities for all young children has become increasingly documented by research and recommended practices. In addition, high quality inclusive settings where all children can access and benefit from learning activities continues to demonstrate optimal outcomes for all children. This manuscript reports findings from a survey broadly disseminated related to early childhood practitioners’ and directors’ perceptions related to STEM and inclusion and explores what practices related to STEM and inclusion are currently being used by early childhood practitioners and directors. While the majority of respondents supported the importance of both STEM and inclusion, there were varied responses related to relevance for infants and toddlers and inconsistent reports of specific practices being used. The findings suggest the need to emphasize and provide professional development opportunities focused on STEM and inclusion for our early childhood workforce more explicitly. Additional implications for research and practice are discussed.