Storybooks are a ubiquitous learning resource in classrooms and homes. As interest in early childhood STEM learning has increased, a growing number of projects are leveraging children’s fiction books as a tool for supporting STEM learning with young children and their families.
In December of 2019, TERC and the University of Notre Dame convened a group of 21 early childhood reading, family learning, and informal STEM education experts to explore this topic, synthesize current work, and develop recommendations for the field. The discussions focused particularly on programs and research with preschool-age children (3 to 5 years) and their families in out-of-school contexts, such as museums, afterschool programs, and everyday learning at home. In preparation for the meeting, the project team also conducted a national survey and organized a two-week, online forum with educators and researchers to identify key issues, current practices, and outstanding questions.
I've also been thinking about the difference between supporting people of color within the current social structure and disrupting the social structure. What would it look like to create programs that disrupt the social structure? Who needs to be in the room for those discussions? How do we start? What role does narrative and story have in these discussions?”