STEM Starts Early: Grounding Science, Technology, Engineering, and Math Education in Early Childhood

by Elisabeth McClure, Lisa Guernsey, Doug Clements, Susan Nall Bales, Jennifer Nichols, Nat Kendall-Taylor, and Michael Levine
February 2, 2017
Download the report(1,002 KB)
Download Executive Summary(177 KB)


Tomorrow’s inventors and scientists are today’s curious young children—as long as those children are given ample chances to explore and are guided by adults equipped to support them. STEM Starts Early is the culmination of a deep inquiry supported by the National Science Foundation that aims to better understand the challenges to and opportunities in STEM learning as documented in a review of early childhood education research, policy, and practice and encourages collaboration between pivotal sectors to implement and sustain needed changes. The report features research by the FrameWorks Institute on some common misconceptions around early STEM learning, and how reframing the conversation can help the public overcome these often problematic ways of thinking, leading to a greater understanding of the importance of prioritizing and investing in STEM learning opportunities for all children.

STEM Starts Early provides key recommendations for education leaders, researchers, and policymakers across the country to improve opportunities for children to become confident learners in science, technology, engineering and math.


Cooney Center Fellow Elisabeth McClure and FrameWorks Institute Founder Susan Bale spoke about the report at the 2017 ECSTEM conference hosted by The Children’s Center at Caltech and THINK Together in Pasadena, CA.

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