In this chapter we present and critique a range of research literature regarding early years STEM in relation to pedagogical and social perspectives. We start with a brief positioning of specific discipline research and situate it within the broader STEM domain. As most early childhood educators operate within a sociocultural perspective, we commence with a reflection on social-constructivist approaches to education, based in large part on the work of Vygotsky, Harvard University Press, (1978). Vygotsky emphasised that children’s cognitive skills can be fostered by adults, and the society, more generally, primarily via language.