A Systematic Review of Practices that Support STEM Identity in Young Children
Authors: Victoria Waters, Hsiu-Wen Yang, & Christine Harradine
Publication Date: March 11, 2025
This systematic review examines existing research on methods to foster STEM identity in children from birth to kindergarten. The authors analyzed multiple databases, ultimately focusing on seven studies that met specific criteria, including empirical evidence of practices supporting STEM identity. Their findings highlight the importance of inclusive, engaging, and socially relevant learning environments. Key practices identified include play-based learning, group activities, gender alignment, inquiry-based learning, and teacher scaffolding. The review also points to a need for future research on supporting STEM identity in diverse children and those with disabilities. Ultimately, the goal is to develop effective strategies and assessment tools that affirm all children’s potential in STEM.
What is STEM identity, and why is it important for young children?
STEM identity refers to how individuals perceive themselves in relation to Science, Technology, Engineering, and Mathematics. It encompasses their self-perception, confidence, and sense of belonging in these fields, as well as their belief in their ability to succeed in them. Supporting positive STEM identity in young children is crucial because it fosters motivation, self-efficacy, and academic achievement in STEM, potentially shaping their future interests and career paths.
What age range does this research focus on regarding STEM identity development?
The research specifically focuses on supporting STEM identity development in young children from birth to kindergarten. This crucial period sets the foundation for future STEM engagement.
What search terms were used to identify relevant research on STEM identity in young children?
The research employed a comprehensive set of search terms, including: ‘STEM,’ ‘Science,’ ‘Technology,’ ‘Computational Thinking,’ ‘Engineering,’ ‘Math,’ ‘Identity,’ ‘Self-concept,’ ‘Interest,’ ‘Attitude,’ ‘Self-efficacy,’ ‘Motivation,’ ‘Belief,’ ‘Young children,’ ‘Early childhood,’ ‘Infant,’ ‘Toddler,’ ‘Preschool,’ and ‘Kindergarten’.
What types of practices and educational strategies are shown to support STEM identity in young children?
The reviewed studies highlight several practices: inclusive, engaging, and socially relevant learning environments, play-based learning, leveraging group dynamics, gender alignment (use of same-gendered characters), integrating inquiry-based activities, science inquiry combined with literacy, teacher scaffolding, and positive technological development.
What role does play-based learning have in developing STEM identity in young children?
Play-based learning is identified as a key practice. It provides a hands-on, engaging way for young children to explore STEM concepts, fostering their interest, confidence, and a sense of enjoyment in STEM activities.
Why were some studies excluded from the review, even if they seemed relevant?
Studies were excluded if they did not explicitly mention the term “identity.” The researchers recognized that other factors, like STEM talk or family values, could implicitly contribute to developing STEM identity, but the explicit connection was required for inclusion in this review.
What future research directions are recommended in relation to STEM identity in young children?
Future research should investigate practices that specifically support STEM identity in diverse children and those with disabilities. Additionally, there is a need to develop tools to effectively assess the impact of programs aimed at affirming STEM identity in all children.
How does creating an inclusive learning environment relate to STEM identity?
Creating inclusive learning environments is vital because it ensures all children feel a sense of belonging and that their backgrounds and perspectives are valued in STEM activities. This inclusivity promotes confidence and a belief that STEM is for everyone, not just a select few.