Our Work

What We Do

A tablet character standing on top of a blue block with a math compass. Two other blocks are stacked next to it, one yellow with an atom, and a green one with a sun symbol.

Inclusion in STEM

Build on existing inclusion frameworks to develop and validate a STEMIE model for high quality inclusion of young children with disabilities in STEM learning.

A young boy with red glasses waving with one hand and holding a book with another. He is sitting on a stack of 3 books. Next to him is a yellow triangle character waving and standing on a ladder

Learning Trajectories

Develop and validate learning trajectories for science, technology, and, engineering, while continuing to refine and validate existing trajectories for math.

An adult with long red hair and wearing a yellow shirt and green pants is holding an open book. On her right is a blue square character and on her right is a young girl in a yellow shirt and green pants.

State of STEM

Conduct systematic reviews and needs assessments to understand current use and challenges with implementing STEM in early childhood programs and with providing supports for young children with disabilities.

A boy wearing glasses and green shirt with 3 buttons is holding a test tube with blue liquid in one hand and a round flask in the other hand. On the table in front of him is the STEMIE beaker, and a flask with yellow liquid.


Partner with early childhood and early intervention programs to test innovative strategies and practices that can support young children with disabilities to engage and participate fully in STEM learning.

Efforts to promote STEM learning in young children have been proven to have significant impacts on important future learning in the areas of science, technology, engineering, and math. To further build the foundation for critical STEM concepts in young children, we use a set of expert-built tools known as learning trajectories. Comprised of benchmarks, the development of children's thinking between the benchmarks, and connected learning experiences, materials, and games, learning trajectories enable families and early childhood professionals to implement high-quality, experiential STEM learning for young children. In fact, research shows that early STEM competencies even correlate to future language skills as well. At STEMIE, our aim is to bring the best STEM resources, activities, and experiences to schools and homes with an added focus of incorporating adaptations for children with disabilities.

STEMIE elevates the competence and confidence of early childhood practitioners, families, faculty, and professional development and technical assistance providers in early STEM learning for young children with and without disabilities. The work at our center has been specifically designed and selected by experts to accommodate and promote learning for each child in a flexible, growth-oriented format.

Focus on Equity and Inclusion

The3 young children looking at the camera. On the left is a girl wearing a blue striped shirt, in the middle is a kid smiling and in a white shirt and blue overalls, on the right is a young girl in a white shirt and smiling. In the background is a low wall with a gate in the middle. there are photos on the low wall and a toy hanging on the gate. paramount core value of STEMIE is to promote high-quality inclusion of young children with disabilities in early childhood settings. 

To accomplish this, our center emphasizes the need to individualize the environment, materials, and instruction based on children’s function and needs as opposed to a specific disability.

We also recognize that STEM is not culturally neutral. To support children, especially those from historically underserved communities, in developing a STEM identity, STEMIE is working on ensuring its products and services are representative of the diversity of children, families, and practitioners in terms of roles, race, ethnicity, and language.

Leverage Evidence-based Research and Tools

A young boy in a checkered shirt sitting in a specialized chair with one hand on a switch to manipulate a gear toy that is placed upright. Next to him is a teacher in a red shirt and a young girl with blonde hair pointing at the gear.STEMIE uses developmentally appropriate and evidence-based practices, including early STEM teaching practices and strategies and the Division for Early Childhood (DEC) recommended practices.

To further build the foundation for critical STEM concepts in young children, we use a set of expert-built tools known as learning trajectories. Comprised of learning experiences, benchmarks, instructional materials, and games, learning trajectories enable families and practitioners to implement high-quality, experiential STEM learning for young children.

Collaboration with STEMIE Cultivators

A male teacher in a grey and blue striped t-shirt is sitting at a low table with a young girl with long black hair and a white shirt. On the table are cups and plates and pretend fruits. Another adult is standing in the background holding a clipboard and a pen.Our focus on collaboration means that we take an individualized approach by working with families, practitioners, faculty, professional development, and technical assistance providers, including young people with disabilities. Together, we think of this as a community of cultivators who aim to apply our core values towards the betterment and continuation of inclusive STEM learning.

STEMIE cultivators continually collaborate with other leaders in STEM fields and co-create across disciplines, including early childhood STEM, early childhood, early childhood special education, early intervention, and allied health.

Growth-based ApproachA woman in a pink sweater is pointing at something to two young boys who are sitting at a table. On the table is a plate and a toy banana

To ensure that children have seamless and coherent STEM learning experiences as they progress into elementary school, STEMIE initiatives align with K-3 STEM standards, curriculum, and instruction.

By providing practitioner and family-member cultivators with the tools they need to continue facilitating progressive STEM learning, we are leveraging a growth-based approach that supports success beyond the early childhood years.