STEM in early childhood: a phenomenological perspective on teachers' views, experiences, and professional development needs

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dc.contributor.authorÖzok Bulut, Nefise
dc.contributor.authorErdoğan, Serap
dc.date.accessioned2026-05-14T07:24:14Z
dc.date.available2026-05-14T07:24:14Z
dc.date.issued2025
dc.departmentFakülteler, Sağlık Bilimleri Fakültesi, Çocuk Gelişimi Bölümü
dc.description.abstractThe implementation of STEM education in early childhood has become increasingly important for the development of children's 21st-century skills. However, the effective realization of this interdisciplinary approach is directly related to teachers' theoretical knowledge and practical competencies. In this study, the views, implementation experiences, and professional development needs of preschool teachers regarding STEM education were examined. The study, conducted using a phenomenological design, a qualitative research method, included 16 preschool teachers selected through criterion sampling. Data were collected through two online focus group interviews and analyzed using the content analysis method. The findings indicate that teachers define STEM as an interdisciplinary approach but have some misconceptions. While all teachers emphasized that STEM education is important and necessary for children, it was found that they do not implement it. The main factors hindering STEM education include a lack of professional support, insufficient knowledge, materials, and resources, time constraints, and inadequate administrative and family awareness. The research findings show that teachers need practical training, mentoring support, professional learning communities, and guiding resources and materials. The study also offers recommendations to improve the quality of STEM implementation in early childhood.
dc.identifier.doi10.46328/ijemst.5539
dc.identifier.endpage1649
dc.identifier.issn2147-611X
dc.identifier.issue6
dc.identifier.startpage1632
dc.identifier.urihttps://doi.org/10.46328/ijemst.5539
dc.identifier.urihttps://hdl.handle.net/11501/2708
dc.identifier.volume13
dc.identifier.wosWOS:001669173000019
dc.identifier.wosqualityQ3
dc.indekslendigikaynakWeb of Science
dc.institutionauthorÖzok Bulut, Nefise
dc.institutionauthorid0000-0002-2070-7797
dc.language.isoen
dc.publisherNecmettin Erbakan University
dc.relation.ispartofInternational Journal of Education in Mathematics, Science and Technology
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectEarly Childhood
dc.subjectSTEM Education
dc.subjectPreschool Teacher
dc.subjectTeacher Perceptions
dc.subjectProfessional Development
dc.subjectNeeds
dc.titleSTEM in early childhood: a phenomenological perspective on teachers' views, experiences, and professional development needs
dc.typeArticle

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