Abstract:
This project addressed the need for STEM (Science, Technology, Engineering, and Math) initiatives at the early childhood level. Research states that early exposure to STEM initiatives and activities positively impacts elementary students’ perceptions and dispositions (Bagiati, Yoon, Evangelou, & Ngambeki, 2010; Bybee, & Fuchs, 2006; DeJarnette, 2012). The goal of this research was to positively impact the implementation of STEAM (Science, Technology, Engineering, Arts and Math) lessons in the Early Childhood classroom through providing professional development for the Early Childhood teachers. It was hypothesized that through professional development, resources, and support, Early Childhood teachers would build efficacy and build positive dispositions towards developing consistent STEAM lessons for their preschool students. The findings confirmed this phenomena, however, a gap regarding implementation still exists.
