Introducing STEMIE’s Mythbuster Series

[STEMIE Center]

What do you think about when someone asks you about Science, Technology, Engineering, and Math (STEM) learning for young children?  

 

By Hsiu-Wen Yang,  PhD 

Postdoctoral Research Associate at STEM Innovation for Inclusion in Early Education Center (STEMIE)

What do you think about when someone asks you about Science, Technology, Engineering, and Math (STEM) learning for young children?  You may think: 

“STEM? Probably not for babies.”

“I think we should just focus on talking and reading.”

“Children need to play. STEM is too academic.” 

“It is too difficult for children with disabilities to learn STEM. It is also challenging for me to teach them STEM.”  

Last fall, 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.

For the next five weeks, we will help to debunk a myth a week. We hope by clearing up these myths with the evidence base, we will raise the awareness that STEM learning is for each and every child, allowing for all children to receive more equitable access to STEM learning opportunities.