STEM for Inclusive Excellence and Equity

Autor/inn/en	Clements, Douglas H.; Vinh, Megan; Lim, Chih-Ing; Sarama, Julie
Titel	STEM for Inclusive Excellence and Equity
Quelle	In: Early Education and Development, 32 (2021) 1, S.148-171 (24 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Clements, Douglas H.) ORCID (Sarama, Julie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2020.1755776
Schlagwörter	STEM Education; Inclusion; Educational Quality; Equal Education; Students with Disabilities; Minority Group Students; Language Minorities; Young Children; Early Childhood Education; Barriers; Educational Attitudes; Early Childhood Teachers; Teacher Attitudes + Suchen Sie Ihr Suchwort? STEM; Inklusion; Quality of education; Bildungsqualität; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Sprachminderheit; Frühe Kindheit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Early childhood education; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Lehrerverhalten
Abstract	Research Findings: Educators declare their commitment to high-quality education for all children. Science, Technology, Engineering, and Mathematics (STEM) has been increasingly included as critical topics, even for young children. However, there are exceptions, especially the provision of developmentally appropriate STEM experiences to children with disabilities (CWD). In this article, we review evidence concerning this equity gap, including the importance of STEM education to CWD. We find that the early years provide an exceptional opportunity to introduce STEM, but that this potential is often left unrealized, especially for young vulnerable children, who live in poverty, are members of linguistic and ethnic minority groups, or are CWD (some with particular disabilities in STEM domains). Research also indicates the success of some educational approaches. Practice or Policy: Research and development in each of the STEM domains, as well as interdisciplinary approaches provides directions for both policy and practice. For example, both need to change to reflect importance of STEM for all young children, especially CWD, the need to change harmful beliefs, and the positive effects of approaches based on learning trajectories. We conclude with an introduction of a new center to support inclusive innovation in early education in STEM. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01