The growing importance of science, technology, engineering, and mathematics (STEM) for learning at school and beyond is placing increased emphasis on building the framework for their experiences in early childhood. However, designing the learning progressions children experience during this time undervalues a remarkable fact: children’s connection with STEM is intuitive. Chelsea Cutting of the University of South Australia’s Mount Gambier-based campus, and Professor Tom Lowrie of the University of Canberra’s STEM Education Research Centre, have shown how early childhood education can capitalise on this.
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