STEM in Early Childhood: A Phenomenological Perspective on Teachers' Views, Experiences, and Professional Development Needs

Abstract

The 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.