ABSTRACT
Elementary students are often underexposed to high-quality STEM instruction, though research documents the importance of early STEM exposure to encourage future interest in STEM fields. Early childhood not only serves as a time when students develop positive attitudes toward STEM, but it is during this period that children determine whether they enjoy STEM content areas, consider pursuing careers in STEM fields, and prepare for transition to middle school STEM curricula. Reports and research focused on early childhood STEM have yielded important findings and recommendations specific to barriers to quality implementation, impacts on diverse student populations, and support for educators.
