This edited book provides an overview of unstructured and
structured play scenarios crucial to developing young children's
awareness, interest, and ability to learn Science, Technology,
Engineering and Mathematics (STEM) in informal and formal education
environments. The key elements for developing future STEM capital,
enabling children to use their intuitive critical thinking and
problem-solving abilities, and promoting active citizenship and a
scientifically literate workforce, begins in the early years as
children learn through play, employing trial and error, and often
investigating on their own. Forty-seven STEM experts come together
from 16 countries (Argentina, Australia, Belgium, Canada, England,
Finland, Germany, Israel, Jamaica, Japan, Malta, Mauritius, Mexico,
Russia, Sweden, and the USA) and describe educational policies and
experiences related to young learners 3-4 years of age, as well as
students attending formal-nursery school, early primary school, and
the early years classes post 5 years of age. The book is intended
for parents seeking to provide STEM activities for their children
at home and in playgroups, citizen scientists seeking guidance to
provide children with quality educational activities, daycare
practitioners providing educational structures for young children
from birth to formal education, primary school teachers and
preservice teachers seeking to teach preschool, kindergarten or
children typically aged 5-8 years old in grades 1-3, as well as
researchers and policy makers working in science didactics with
small children.
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