James Deehan, Emma McGarrity, and Lena Danaia highlight the crucial need for Australia to focus on early childhood STEM (Science, Technology, Engineering, and Mathematics) education. Despite nearly a decade of commitment to a National STEM School Education Strategy (2016-2026), the country’s early childhood STEM initiatives remain underdeveloped.
The strategy aims to build foundational STEM skills and inspire students towards STEM careers through school support, partnerships, and research. However, recent data reveals a significant gap in equitable access to early STEM programs and professional training for early childhood educators. Although programs like Let’s Count, Little Scientists, and Conceptual PlayLab exist, early childhood STEM efforts lag behind those in primary, secondary, and tertiary education.
In 2021, a STEM Education Initiatives Synthesis Report to Australian education ministers highlighted just one early childhood initiative out of 69, representing a mere 1.5%. This is at odds with recent federal and state commitments to early childhood education and care, suggesting a disconnect between policy and practice.
The importance of integrating STEM into early childhood education is clear. Early STEM competencies can predict future success and foster positive attitudes towards STEM. Focusing on these formative years is crucial, especially for increasing girls’ participation in STEM, as negative attitudes can develop before kindergarten and are difficult to change later. Gender biases and stereotypes further complicate this issue.
However, advancing early childhood STEM education presents challenges. The sector faces ongoing issues with pay and working conditions, and there is significant variation in qualifications and STEM confidence among educators. Ensuring that early childhood educators receive adequate training is essential for delivering high-quality STEM education. Research indicates that educators with extensive training have a better understanding of how young children develop mathematical skills compared to those with only field experience.
The societal value of STEM is widely recognized, with growing emphasis on skills such as collaboration, creativity, and critical thinking. As global challenges increase, the need for capable STEM professionals becomes more urgent. Decisions made today will impact future generations, making the success of the National STEM School Education Strategy crucial.
Despite some successes, such as the Primary Connections science units and the Principals as STEM Leaders (PASL) professional development program, gaps remain. Non-mainstream learners and those in rural and remote areas are underrepresented, and many STEM programs lack formal evaluation. A review of 337 female-oriented STEM initiatives found that only seven had publicly available evaluation data.
To address these issues, it is essential to support early childhood STEM initiatives with robust, co-designed evaluation frameworks and accessible, evidence-based professional learning for educators. Governments and stakeholders must prioritize early childhood STEM education and invest in resources to engage the next generation in STEM effectively.
Building educators’ skills and confidence in early STEM education is critical for ensuring high-quality, evidence-based learning experiences for children.