Early Stem Publications

Marsico Institute conducts research and publishes articles on STEM in early education and has a focus on ensuring access in effective and equitable ways.

Early STEM

  • 2021

    STEM OR STEAM OR STREAM? INTEGRATED OR INTERDISCIPLINARY?

    There is a growing interest in STEM (Science, Technology, Engineering, and Mathematics) education in the early years. We discuss two tendencies in this movement. The first is the addition of one or more domains, resulting in the acronym STEAM (adding “Arts”) or STREAM (adding “Reading” as well). The second is the notion that the best approach to STEAM is fully integrating these and all other domains. We present arguments and evidence that these tendencies appear positive but may inadvertently negatively impact the critical increase of STEM in early education. We provide examples of an alternative approach that maintains the positive aspects of these tendencies and avoids the possible negatives.

    • Clements D.H., Sarama J. (2021) STEM or STEAM or STREAM? Integrated or Interdisciplinary?. In: Cohrssen C., Garvis S. (eds) Embedding STEAM in Early Childhood Education and Care. Palgrave Macmillan, Cham. doi.org/10.1007/978-3-030-65624-9_13
  • 2020

    STEM FOR INCLUSIVE EXCELLENCE AND EQUITY

    Educators declare their commitment to high-quality education for all children. Science, Technology, Engineering, and Mathematics (STEM) has been increasingly included as critical topics, even for young children. However, there are exceptions, especially the provision of developmentally appropriate STEM experiences to children with disabilities (CWD). In this article, we review evidence concerning this equity gap, including the importance of STEM education to CWD. We find that the early years provide an exceptional opportunity to introduce STEM, but that this potential is often left unrealized, especially for young vulnerable children, who live in poverty, are members of linguistic and ethnic minority groups, or are CWD (some with particular disabilities in STEM domains). Research also indicates the success of some educational approaches. Practice or Policy: Research and development in each of the STEM domains, as well as interdisciplinary approaches provides directions for both policy and practice. For example, both need to change to reflect importance of STEM for all young children, especially CWD, the need to change harmful beliefs, and the positive effects of approaches based on learning trajectories. We conclude with an introduction of a new center to support inclusive innovation in early education in STEM.

    • Clements, D. H., Vinh, M., Lim, C.-I., & Sarama, J. (2020). STEM for inclusive excellence and equity. Early Education and Development. doi: 10.1080/10409289.2020.1755776
  • 2017

    GUEST EDITORIAL: HOW TO INTEGRATE STEM INTO EARLY CHILDHOOD EDUCATION

    McClure, E. R., Guernsey, L., Clements, D. H., Bales, S. N., Nichols, J., Kendall-Taylor, N., & Levine, M. H. (2017). How to integrate STEM into early childhood education. Science and Children, 55(2), 8-10.

  • 2016

    MATH, SCIENCE, AND TECHNOLOGY IN THE EARLY GRADES

    Clements, D. H., & Sarama, J. (2016).Math, science, and technology in the early grades. The Future of Children, 26(2), 75-94.

  • 2015

    BOOK CHAPTER: METHODS FOR DEVELOPING SCIENTIFIC EDUCATION

    Clements, D. H., & Sarama, J. (2015). Methods for developing scientific education: Research-based development of practices, pedagogies, programs, and policies. In O. N. Saracho (Ed.), Handbook of research methods in early childhood education: Review of research methodologies (Vol. 1, pp. 717-751). Charlotte, NC: Information Age.