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STEM in Early Childhood Education: We Talk the Talk, But Do We Walk the Walk?

STEM in Early Childhood Education: We Talk the Talk, But Do We Walk the Walk?
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Author(s): Alper Tolga Kumtepe (Anadolu University, Turkey) and Evrim Genc-Kumtepe (Anadolu University, Turkey)
Copyright: 2014
Pages: 24
Source title: Transforming K-12 Classrooms with Digital Technology
Source Author(s)/Editor(s): Zongkai Yang (Central China Normal University, P. R. China), Harrison Hao Yang (State University of New York at Oswego, USA & Central China Normal University, P. R. China), Di Wu (Central China Normal University, P. R. China) and Sanya Liu (Central China Normal University, P. R. China)
DOI: 10.4018/978-1-4666-4538-7.ch008

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Abstract

The chapter reviews previously published articles and summarizes trends in STEM research in early childhood education over the last twelve years (2000-2012) by employing a content analytic procedure. The specific purposes of the study are to determine the general characteristics of the STEM research in early childhood education, to identify the research designs being applied in articles, and to reveal the common research topics/issues on STEM education in the field of early childhood education. A total of 41 articles are extracted from a wide range of publications. Thematic analysis reveals two main themes and nine subthemes on research topics/issues, including policy, management, equity issues, STEM schools, theories, models, professional development, teacher support, program development and evaluation, learner and teacher attributes, and pre-service teacher education.

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