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In this study, the researchers aimed to design, plan and implement a Science, Technology, Engineering and Math (STEM) model to support Pre-K children’s skills and knowledge in STEM as well as to improve Pre-K teachers’ attitudes and professional skills to plan and integrate STEM concepts in their daily classroom activities. Four classrooms from a Head Start programme in an Eastern North Carolina County participated in the study. A quasi-experimental, pre–post-intervention design was adopted to implement the steps of the project. Data were collected through multiple, convergent methods in which the research team utilized both quantitative and qualitative measures to document the participants’ progress and gains. The research outcomes proved that children attending preschool can attain higher levels of understanding in STEM when they are specifically supported through well-planned, stimulating and developmentally appropriate activities.
Aldemir et al. (Fri,) studied this question.