Abstract
The chapter presents discourses of Chinese early childhood practitioners on inquiry-based science, technology, engineering, and mathematics (STEM) education. The unique educational context of China enables exploration of culturally situated practices in integrating STEM into early childhood curriculum. Qualitative interviews with seven center leaders and teachers reveal three main themes: conceptualization, professional learning needs, and organizational support. The practitioners’ discourse emphasizes inquiry-based pedagogy and problem-solving processes, but the inquiry cycle is predominantly teacher-led due to a rigid schedule and various environmental and managerial supports. The chapter concludes with implications for teachers’ professional learning, policy reform, and future research. Copyright © 2024 selection and editorial matter, Weipeng Yang, Sarika Kewalramani and Jyoti Senthil; individual chapters, the contributors.
| Original language | English |
|---|---|
| Title of host publication | Science, Technology, Engineering, Arts, and Mathematics (STEAM) education in the early years: Achieving the sustainable development goals |
| Editors | Weipeng YANG, Sarika KEWALRAMANI, Jyoti SENTHIL |
| Place of Publication | Abingdon, Oxon |
| Publisher | Routledge |
| Pages | 26-41 |
| ISBN (Electronic) | 9781003353683 |
| ISBN (Print) | 9781032405698, 9781032405681 |
| DOIs | |
| Publication status | Published - 2024 |