By Claus Michelsen, Birgitte Lund Jensen, Bettina Brandt

STEM reform for early childhood learning should be done at the local level through the delivery of exemplary STEM lessons and professional development, and by increasing understanding and acceptance of STEM among key stakeholders such as parents, educators, policy makers, and administrators.

Source: Key Points for STEM, Chapter X, March 2020

By Carme Grimalt-Alvaro, Universitat Autònoma de Barcelona (UAB)

Promoting STEM literacy in early childhood education should help children to develop an understanding of what we know, and how we know it. The interaction between children, phenomena, and context, is an essential element to achieve this objective.

Source: Key Points for STEM, Chapter XI, March 2020

By Martin Lindner, Martin Luther University Halle-Wittenberg

The way STEM activities are described, driven by Science and Technology, leads to fundamental understandings of people's participation in a society. Students who know how to ask questions, be eager to obtain data, learn to interpret, and discuss data in the solution process are prepared to be able to participate in social processes that revolve around scientific and technical problems.

Source: Key Points for STEM, Chapter IX, March 2020

By Martin Lindner, Martin Luther University Halle-Wittenberg

The importance of childhood experiences for individuals' futures cannot be underestimated, and the degree of inequality hinders the building of a desirable career, and a society with equal opportunities for all.

Source: Key Points for STEM, Chapter VIII, March 2020

By Todd R. Kelley and J. Geoff Knowles

This paper applies key concepts of STEM education, and incorporates learning theories to build a framework for integrated STEM education, to support further research on integrated STEM education.

Source: International Journal of STEM Education, Vol. 3, No. 11, July 2016

Translation: Educe Vietnam

By Iliana Mirtschewa, Sofia University “St. Kl. Ohridski”

STEM offers rich opportunities for children's development through the integration of knowledge from different fields, and through the spread of experiences from the fields of Science, Technology, Engineering and Mathematics. At the same time, there are a number of problems that arise during early STEM education. One can question the effectiveness of training, and repelling children from STEM at an early age.

Source: Key Points for STEM, Chapter VII, March 2020

Translation: Educe Vietnam

By Digna Couso, CRECIM, Universitat Autònoma de Barcelona

Incorporating STEM education into early childhood learning, is not an easy task. It requires a rethinking of the goals of Early Childhood STEM Education (ECSE) (OECD, 2012), i.e. which outcomes to pursue. The goal of ECSE should be to be the driving force that shapes decisions about what ideas, practices, and values ​​of STEM education should be included.

Source: Key Points for STEM, Chapter VI, March 2020

Translation: Educe Vietnam

By Iliana Mirtschewa, Sofia University “St. Kl. Ohridski”

STEM offers rich opportunities for children's development through the integration of knowledge from different fields, and through the spread of experiences from the fields of Science, Technology, Engineering and Mathematics. At the same time, there are a number of problems that arise during early STEM education. One can question the effectiveness of training, and repelling children from STEM at an early age.

Source: Key Points for STEM, Chapter VII, March 2020

By Digna Couso, CRECIM, Universitat Autònoma de Barcelona

Incorporating STEM education into early childhood learning, is not an easy task. It requires a rethinking of the goals of Early Childhood STEM Education (ECSE) (OECD, 2012), i.e. which outcomes to pursue. The goal of ECSE should be to be the driving force that shapes decisions about what ideas, practices, and values ​​of STEM education should be included.

Source: Key Points for STEM, Chapter VI, March 2020