STEM in Early Childhood: A Phenomenological Perspective on Teachers’ Views, Experiences, and Professional Development Needs. International Journal of Education in Mathematics, Science and Technology, [S. l.], v. 13, n. 6, p. 1632–1649, 2025. DOI: 10.46328/ijemst.5539. Disponível em: https://ijemst.com/index.php/ijemst/article/view/5539. Acesso em: 12 mar. 2026.