Amsbary Jessica, Yang Hsiu-Wen, Sam Ann, Lim Chih-Ing, Vinh Megan
Frank Porter Graham Child Development Institute and School of Education, University of North Carolina at Chapel Hill, Chapel Hill, NC 27599 USA.
Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, Chapel Hill, NC 27599 USA.
Early Child Educ J. 2023 Mar 27:1-19. doi: 10.1007/s10643-023-01476-w.
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.
The online version contains supplementary material available at 10.1007/s10643-023-01476-w.
研究和推荐做法越来越多地证明了早期科学、技术、工程和数学（STEM）学习机会对所有幼儿的重要性。此外，所有儿童都能参与并从学习活动中受益的高质量包容性环境，持续为所有儿童带来最佳成果。本手稿报告了一项广泛传播的调查结果，该调查涉及幼儿教育从业者和主管对STEM与包容性的看法，并探讨了幼儿教育从业者和主管目前正在使用哪些与STEM和包容性相关的做法。虽然大多数受访者支持STEM和包容性的重要性，但对于婴儿和幼儿的相关性存在不同的看法，并且在使用的具体做法方面报告不一致。研究结果表明，需要更明确地强调并为我们的幼儿教育工作者提供专注于STEM和包容性的专业发展机会。还讨论了对研究和实践的其他影响。
在线版本包含可在10.1007/s10643-023-01476-w获取的补充材料。
