Eight principles for high-quality early childhood STEM experiences guided the curriculum's design¶
Design · All designs
Evidence · no claims cited
Description¶
Adapting the Dayton Regional STEM Center's Quality STEM Framework, the developers defined eight principles to guide curriculum development: "developmental appropriateness; cultural responsiveness; applications of the EDP; integrity of academic content; quality of technology integration; connections to non-STEM disciplines; real world connections; and nature of assessment." Developmental appropriateness was operationalized via the National Head Start and Massachusetts Pre-K frameworks.
Design Implications¶
Context¶
Requirements¶
- Principles were derived from an adapted published quality framework and a Pre-K teacher needs assessment
Constraints¶
- Principles were defined for early childhood (Pre-K) STEM curriculum design specifically
Target Learners¶
- Pre-K children
Learning Goals¶
- integrated STEM learning
- engineering design process
Claims¶
Related Designs¶
Examples¶
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Key Sources¶
- Sibuma, B., Wunnava, S., John, M.-S., Anggoro, F., & Dubosarsky, M. (2018). The Impact of an Integrated Pre-K STEM Curriculum on Teachers' Engineering Content Knowledge, Self-Efficacy, and Teaching Practices. 2018 IEEE Integrated STEM Conference (ISEC). https://ieeexplore.ieee.org
Page metadata
| Field | Value |
|---|---|
type |
design |
id |
eight-principles-early-childhood-stem |
title |
Eight principles for high-quality early childhood STEM experiences guided the curriculum's design |
description |
Adapting the Dayton Regional STEM Center's Quality STEM Framework, the developers defined eight principles to guide curriculum development: "developmental appropriateness; cultural responsiveness; applications of the... |
status |
review |
generated |
by process:settle-candidates on 2026-11-01 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — sibuma-2018 |
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