![]() ![]() Although there is little to no research on STEM learning for young children with developmental delays and disabilities, there are signs that these children are left out of the scant STEM learning experiences in early childhood settings.ĥ. School-age children from the ED’s Office for Civil Rights’ Civil Rights Data Collection (CDRC) showed the disparity in STEM opportunities for older children with disabilities, namely that they represent only a very small percent of students enrolled in Biology, Algebra II, Chemistry, and Physics courses. Children with developmental delays and disabilities are especially denied opportunities to learn STEM. This opportunity gap continues to widen as children move through elementary, middle, and high school.Ĥ. ![]() There is a STEM opportunity gap for some children.Ĭhildren who live in poverty, children who are members of linguistic and ethnic minority groups, and children with disabilities have fewer opportunities to engage in STEM learning activities than their peers. Research has shown that teaching science in early years is associated with gains in mathematics, early literacy, and reading (Paprzycki, et al., 2017) and early mathematics learning is a strong predictor of later achievement in multiple domains (Center for Advancing Discovery Research in Education Duncan, et al., 2007 Claessens & Engel, 2013 Aubrey, Dahl, & Godfrey, 2006).ģ. Engaging in early STEM learning activities raises later reading, writing, literacy, and math scores. Early STEM experiences can tap into their natural curiosity and give them opportunities to be engaged participants in their own learning.Ģ. They explore their environments and learn things from doing, seeing, touching, and hearing. ![]() Children can develop the foundations for STEM learning right from infancy.Ĭhildren are active learners in the infant, toddler, and preschool years. ![]()
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