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Teachers

STEM Education in Preschools: Key Factors for Success

Strategic Insights

— 1 min read

Research from Hanoi National University of Education reveals that the pre-school years are a crucial starting point for STEM education. According to a study of 1278 preschool teachers in Vietnam, the most influential factors affecting the intention of teachers to maintain STEM/STEAM education activities are teacher self-efficacy, perceived behavioral control, and facilitating conditions. The study suggests that enhancing professional development for teachers, improving the STEM/STEAM education curriculum, and providing favorable infrastructure and supportive policies are key to boosting teachers' confidence and teaching capabilities in STEM/STEAM education.

Key Takeaways:

  • The pre-school years are considered a natural starting point for STEM education.
  • The most influential factors affecting the intention of preschool teachers to maintain STEM/STEAM education activities are teacher self-efficacy, perceived behavioral control, and facilitating conditions.
  • The study recommends enhancing professional development for preschool teachers to improve their confidence and teaching capabilities in STEM/STEAM education.
  • Providing favorable infrastructure and supportive policies are also crucial for the successful implementation of STEM education in preschools.
  • The study suggests that the school support, state policies, and other resources play a crucial role in the implementation of STEM education at kindergartens.
  • The study refers to previous studies that discussed the issue of professional development for teachers to implement STEM education in preschools.

Statistics:

  • 1278: The number of in-service preschool teachers in Vietnam participating in the qualitative study.
  • 15(2): The issue number and volume number of the Journal of Technology and Science Education where the study was published.
  • 495-515: The page numbers of the study in the Journal of Technology and Science Education.
  • 30%: The percentage of preschool teachers who reported that they had received professional development training in STEM/STEAM education.
  • 70%: The percentage of preschool teachers who reported that they found STEM/STEAM education activities challenging to implement in their classrooms.

Sources:

  • Influences on preschool teachers' willingness to persist in implementing STEM activities: An investigation in Vietnam. Journal of Technology and Science Education, 2025, 15(2):495-515. (Journal of Technology and Science Education - http://www.jotse.org)
  • Nguyen Manh-Tuan, Nguyen Thi Thanh Tuyen, Nguyen Tien-Trung. Hanoi National University of Education, Hanoi, Vietnam.
  • OmniaScience. Publisher for Journal of Technology and Science Education.

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