Making STEM visible in early childhood curriculum frameworks

Research output: Book chapter/Published conference paperChapter (peer-reviewed)peer-review


Increasingly, education systems around the world are implementing national curriculum frameworks for early childhood education settings. However, the disciplines of science, technology, engineering, and mathematics are not always explicitly articulated in such frameworks, and consequently, the potential for STEM learning within these frameworks is not always well understood. In this chapter, we offer a counter argument to the “typical” justification of STEM education that it is in nations’ interest to develop a STEM literate workforce in order to be economically competitive on a global level. Instead, we highlight a child-rights perspective for STEM education in the early years, elucidating the potential access to STEM education afforded through national early childhood curriculum frameworks. This chapter interrogates the national early childhood curriculum frameworks of Australia, New Zealand, and Sweden in order to demonstrate how STEM can be made visible in such frameworks.

Original languageEnglish
Title of host publicationSTEM Education Across the Learning Continuum
Subtitle of host publicationEarly Childhood to Senior Secondary
EditorsAmy MacDonald, Lena Danaia, Steve Murphy
Place of PublicationSingapore
Number of pages26
ISBN (Electronic)9789811528217
ISBN (Print)9789811528200
Publication statusPublished - 01 Jan 2020


Dive into the research topics of 'Making STEM visible in early childhood curriculum frameworks'. Together they form a unique fingerprint.

Cite this